OniTersilj ol the State ol New York Metin 

Entered as second-class matter August 2* 1913* at the Post OfSce at Albany, N* Y., 
under the act of August 24.19x2 

Published fortnightly 

No. 704 ALBANY, N. Y. February 15, 1920 


Syllabus for Elementary 


CIVICS AND PATRIOTISM 


Schools 



ALBANY 

THE UNIVERSITY OF THE STATE OF NEW YORK 

1920 


G97r-F20-so,ooo 





THE UNIVERSITY OP THE STATE OP NEW YORK 


Regents of the University 
With years when terms expire 

(Revised to July is> 1920) 

1926 Pliny T. Sexton LL.B. LL.D. Chancellor - - Palmyra 

1927 Albert Vender Veer M.D. M.A. Ph.D. LL,D. 

Vice Chancellor Albany 

1922 Chester S. Lord M.A. LL.D. ----- Brooklyn 

1930 William Nottingham M.A. Ph.D. LL.D. - - Sjracuse 

1924 Adelbert Moot LL.D..Buffalo 

1925 Charles B. Alexander M.A. LL.B. LL.D. 

Litt.D. . . ..Tuxedo 

1928 Walter Guest Kellogg B.A. LL.D. - - - Ogdensburg 

1932 James Byrne B.A. LL.B. LL.D..New York 

1929 Herbert L. Bridgman M.A. LL.D. - - - - Brooklyn 

1931 Thomas J. Mangan M.A. -.Binghamton 

1921 William J. Wallin M.A..Yonkers 

1923 William Bondy M.A. LL.B. Ph.D. - - - - New York 


President of the University and Commissioner of Education 

John H. Finley M.A. LL.D. L.H.D. 

Deputy Commissioner and Coimsel 

Frank B. Gilbert B.A. 

Assistant Commissioner and Director of Professional Education 

Augustus S. Downing M.A. Pd.D. L.H.D. LL.D. 

Assistant Commissioner for Secondary Education 

Charles F. Wheelock B.S. LL.D. 

Assistant Commissioner for Elementary Education 

George M. Wiley M.A. LL.D. 

Director of State Library 

James I. Wyer, Jr, M.L.S. Pd.D. 

Director of Science and State Museum 

John M. Clarke D.Sc. LL.D. 

Chiefs and Directors of Divisions 

Administration, Hiram C. Case 

Agricultural and Industrial Education, Lewis A. Wilson 
Archives and History, James Sullivan M.A. Ph.D. 
Attendance, James D. Sullivan 
Educational Extension, William R. Watson B.S. 
Examinations and Inspections, Avery W. Skinner B.A, 
Law, Frank B. Gilbert B.A. LL.D., Counsel 
Library School, James I. Wyer, Jr, M.L.S. Pd.D. 

School Buildings and Grounds, Frank H. Wood M.A. 
School Libraries, Sherman Williams Pd.D. 

Visual Instruction, Alfred W. Abrams Ph.B. 








j^tboiTersit; ol the State ol M York Bulletin 

'I M Entered as second-class matter August 19x3, at the Post Office at Albany, W. Y., 
under the act of August 24 ,1912 

Published fortnightly 

No. 704 ALBANY, N. Y. February 15, 1920 


SYLLABUS IN CIVICS AND PATRIOTISM 

This syllabus in civics and patriotism has been prepared under the 
direction of the Commissioner of Education in accordance Yvith the 
provisions of chapter 241 of the Lavt^s of 1918 (sections 705 and 
706 of the Education Law). 

The committee having in charge the preparation of the syllabus 
(Mr E. P. Smith, North Tonawanda High School, Chairman; Miss 
Mabel Skinner, Washington Irving High School, New York; and 
Miss Judith C. Ver Planck, Hunter College) worked in close coop¬ 
eration with the State Historian and had the constant help of his sug¬ 
gestions and advice. 

While the material is so organized as to cover the work of the 
eight years of the elementary grades it is also arranged, by means 
of the topical outline for the work of the seventh and eighth years, 
so that the syllabus is readily adaptable to school organizations where 
the intermediate school or junior high school plan is in operation. 
This will be appreciated in many communities on account of the 
development of this type of organization in many of our larger 
villages and cities. Where it is desired to use the outline for the 
intermediate school or junior high school organization the following 
division of topics is suggested: for grade 7, topics i to 7; for grade 
8, topics 8 to II, 15 to 20; for grade 9, topics 12 to 14 in greater 
detail. 

While this tentative draft of the syllabus may seem to be some¬ 
what detailed in the treatment of the various topics, it is believed 
that it could not be reduced to any extent without losing much that 
is of value. It is especially important to have the syllabus reasonably 
complete in view of the fact that many teachers will be glad to 
depend upon it, not merely for the outline but also for suggestions 
as to the detailed treatment of topics. Teachers must he on their 
guard, however, against feeling that every topic given in this syllabus 
must be treated in the classroom. Numerous topics are given but 
the teacher should use her judgment in selecting thosei only which 
best suit the needs of her community. 

[ 3 ] 





4 


It is believed that the committee has done its work well and 
we are glad of the opportunity to transmit the syllabus in this 
tentative form to the schools in order that they may take immediate 
advantage of the opportunity to make use of the outlines suggested 
for class use. The importance of the thorough teaching of civics 
and patriotism can not be overemphasized and in the inauguration 
of this work in the schools throughout the State it is confidently 
hoped that the syllabus presented herewith will perform a very 
helpful service. 

General Introduction 

The problem of democracy is a problem of education. Its 
perpetuity rests upon education. In a democracy the supreme func¬ 
tion of the state is to take the children and youth of each genera¬ 
tion and develop them into men and women able to fulfil the 
responsibility and enjoy the opportunity of free citizenship in a free 
society. 

American education began as a subsidiary process. Children got 
education for life in the home, on the farm, in the workshop. They 
went to school to get certain formal discipline, to learn to read, 
write and cipher and to acquire formal grammar. With the moving 
into the cities, and the gradual change in our economic life, the 
school has had to take over more and more of the process of edu¬ 
cating young people to earn a living. Education is for life and not 
merely for efficiency. Education for democracy means the develop¬ 
ment of each individual as an intelligent and self-directed, unselfish 
and devoted, sanely balanced member of society. “If we want 
democracy to succeed we must educate for democracy. It is noth¬ 
ing short of treason to democratic institutions to send forth from our 
schools young men and women who know little or nothing of the 
responsibilities, duties and privileges of citizens in a democracy 
and of the social conditions and ideals which are necessary for the 
success of democratic society.” “ We have a newer answer to the old 
question, ‘ What knowledge is of most worth ? ’ The common expe¬ 
rience of mankind ought to show us in this crisis of the world’s 
affairs that the knowledge most worth while is knowledge of human 
beings in their relationships of human living together and the 
problems involved therein. The vital thing which should be sought 
in all education is social adjustment and social efficiency; and the 
foundation of these is good citizenship, by which we mean not merely 
intelligent voting, important as this may be, but efficient membership 


5 


in a community, good neighborship, good fatherhood and mother¬ 
hood, and in general, fitness and readiness for community and 
national service.”^ 

If this is the true aim of education in a democracy, then the 
whole course of study for training its citizens must be pervaded b}'- 
the ethic spirit; its entire curriculum must be focussed upon the 
development of positive and effective moral character as an aid in 
solving the problem of democracy. It is clear, however, that to attain 
this end there must be provided throughout every grade a course of 
study whose definite object is to produce the social and civic virtues. 
As a contribution toward this end, the present syllabus is submitted. 


Aims in Teaching Civics 

The task of the school in a broadest sense is to make the child 
see that his future welfare depends upon his possession of certain 
social or civic virtues which will enable him to cooperate smoothly 
with his fellow members of the community. Some factors which 
contribute to his welfare are health, education, recreation, civic 
beauty, wealth, communication, transportation. These elements of 
welfare are secured by various social agencies such as pure food 
laws, schools, libraries, playgrounds, parks, factories, post offices, 
railroads. The good citizen is the one who contributes his fair share 
of the interest, effort and expense necessary to create and maintain 
these agencies. The best citizen is the one who has the interest, 
knowledge and good judgment necessary to take the lead in initiat¬ 
ing and directing these community enterprises. In other words, the 
child must be taught that he who would be the greatest in a 
democracy like ours must be an unselfish servant of the common 
good. In producing this citizen there are three means which must 
be employed constantly: 

1 Arousing an emotion, or creating an interest in good citizen¬ 
ship. This is to be done by every means that will appeal to the 
emotions, by stories of unselfish leaders, by inspiring songs, by 
pictures. 

2 Intellectual training which will produce the knowledge of 
social agencies which is necessary to intelligent citizens. This is to 
be done by investigation at first hand, by study of a textbook, by 
reading of more extended references. 

1 Ellv/od, Charles A., “ Reconstruction of EducatMn upon a Social Basis.” 
Educational Review, Feb. iQig, p. 97> 99- 



6 


3 Training the will to right social activities. This is to be 
done by forming school and civic organizations where each member 
may learn by exercise the results of right action upon a group and 
the dangers of wrong action. 


SYLLABUS IN CIVICS, GRADES i TO 6 


INTRODUCTION 

The keynote of the new civics is service. Action is the goal 
toward which we are striving. We aim to awaken in the child a 
sense of responsibility which will result in intelligent action. We 
begin with those particular phases of our group life which fall well 
within the child’s experience, and follow his gradually expanding 
civic relations, giving him in every case opportunity for service in 
the group studied. Care must be taken not to forget, however, when 
emphasizing any particular group, that the United States of America, 
the pupil’s country, gets into his consciousness very early, and should 
receive consideration at every stage of the work. We can not afford 
to produce provincially narrow minds. The child should always 
have a vision beyond, and realize himself as a citizen not only of 
his village, town and county but of his State and of the United 
States, and appreciate his responsibilities to his country. Hence 
patriotism should be emphasized in every grade. 

In the early grades the training for citizenship will consist .argely 
in training in morals and manners. The object of this work is the 
building of character. It aims to form habits and should be con¬ 
tinuous and cumulative throughout the grades. 

As the work progresses, great emphasis should be laid on the 
value of law and order, and the importance of having a law-abiding 
population. The child should learn how laws are made, and his 
obligation to obey them. He should also learn how laws can be 
bettered and that he has an obligation to stand for progress. 

Great emphasis should be laid on good work for its own sake. 
The child should be taught in each of his ordinary tasks to aim at 
the best result. He should be ashamed of slovenly and half-hearted 
work and should know the joy of good work well done. 

I Groups studied 
Grade i Home 

Grade 2 School and playground 
Grade 3 Neighborhood 

Grade 4 All civic agents, but special study of town, village 
or city 


[ 7 ] 



8 


Grade 5 Review of all groups previously studied. Add 
county and State 
Grade 6 United States 

II Aims 

1 To lay a basis for good citizenship in the civic virtues 

2 To give an insight into community cooperation, be that 

community large or small 

3 To study elements of civic welfare and the public and 

private agencies through which they are secured 

4 To develop a curriculum of school activities of a civic 

nature 

5 To teach love of and service to community and country 

III Steps in procedure 

1 To secure information 

2 To arouse desire to act 

3 To produce intelligent action 

This should constitute a training in the use of 
judgment 

IV Subject matter for all grades 

1 Study of the group selected: 

a To show what it does for the child 
b To show what the child can do for it 

2 Civic virtues (moral principles) 

Make the virtues habits as soon as possible 

3 Manners 

4 Health 

5 Patriotism 

V Program of activities 

To be arranged according to age of the child and character 
of community in which he lives. 

VI Method. (Methods in the syllabus are intended to be only 
suggestive.) 

1 Sources of information for the use of the child 

a Use of child^s own experience 
b Investigation 
c Textbooks in upper grades 
d Current events 

2 Expression on part of the child 

a Games, pantomime, dramatization, pageants 
b Handwork: paper-cutting, crayon work, drawing, 
clay modeling, sand tables 


0 


c Story-telling, poems, mottoes, memorization 
d Social and civic activities 

3 Organization for service 

To give child experience in team work, select 
activities suited to age of the children 
a Junior Civic League 
h Good Citizenship League 
Junior Red Cross 
c Boy Scout and Girl Scout clubs 
d Organize whole school for playground supervision. 
Have badges or arm bands. Let the larger chil¬ 
dren look after the rights of the smaller 
e Organize each class for service within the schoolroom 
and outside. Make the children responsible for 
certain duties; for example, a clean room, an 
attractive room 

/ Give practice in making constitutions for the 
organizations 

See Paul, Parliamentary Law, Century Co.; Roberts, 
Rules of Order, Scott, Foresman Co. For the 
children: Leighton, Students’ Handbook of Par¬ 
liamentary Law, Frederick Leighton, Oswego, N. Y. 

g Give practice in public speaking (prepared and 
extemporaneous) 

h Give experience in cooperation with outside people, 
as officials 

4 Correlation with other subjects: reading, geography, 

history, hygiene 

5 Methods of teaching patriotism 

Note. Care should be taken to keep constantly before 
the children that true patriotism consists not only in 
good citizenship as ordinarily defined but carries with it 
the obligation of making the supreme sacrifice for one’s 
country the same as would be done for one’s mother. 

a Flag exercises 
b The American’s Creed 

c Celebration of holidays, bringing out our particular 
qualities of personal character and national ideals 
as exemplified in the persons involved 
d Stories of heroes 
€ Patriotic poetry and songs 


10 


f Pageants 
g Service 

Note. In order to avoid insularity, have children 
learn about how children in foreign lands look and 
live. Arrange to help some child in a foreign countr3^ 
If there are foreigners in the school or town, create 
some activity by which the children in the school can 
assist in Americanization. Have them learn something 
about the country from which a particular child came 
to create a sympathy between them. 

VII Suggestive time allotment. 

1st four grades: 5 periods a week, 20 minutes each. 

5th and 6th grades: 3 periods a week, 30 minutes each. 

7th and 8th grades: 2 periods a week, 40 minutes each. 


Books Which Are Helpful in all Grades 

Andrews, M. P. The American’s Creed and Its Meaning. Doubledaj’’ 
Bailey, C. S. What to Do for Uncle Sam. Flanagan 
Boy Scouts of America, 200 Fifth av.. New York City. Manual 
Cabot, Mrs E. L. & others. Course in Citizenship and Patriotism; rev. ed. 
Houghton 

Dunn, A. W. & Harris, H. M. Citizenship in School and Out. Heath 
Girl Scouts National Headquarters, 527 Fifth av., New York City. Manual 
McNaught, Mfs M. S. Training in Courtesy. U. S. Bureau of Education, 
Bui. 54, 1917 

Studebaker, J. W. Our Countr>’’s Call to Service. Scott 
Tappan, E. M. Little Book of the Flag. Houghton 


GRADE I • 

Group emphasized: The home 

I Aims 

1 To interpret the home of the child 

a To study family relationships 
b To study interdependence in the family 

2 To teach morals and manners particularly applicable to 

the home 

3 To teach some principles of health applicable to the child 

personally and to the home 

4 To teach patriotism 

5 To give opportunities for service 

Note. As this is the child’s first year in school, some 
account must be taken of relations in school, and his 
responsibility to this group. 

II Subject matter 

I Study of the home 

a Persons in it, including visitors 
b Reciprocal duties, emphasizing need for service on 
part of child 

c How to make the hoTiie pleasant 


11 


Civic virtues 
a Promptness 
h Obedience 

c Reliability and faithfulness 
d Cleanliness 

c Neatness and orderliness 

f Thrift. Why we should save. Difference between 
a miser and one who saves and puts money in a 
bank. What is done with money in a bank? 
g Kindness 

(t) To others 

(2) To animals 
h Love for flowers and birds 
i Helpfulness and generosity 
j Respect for elders 

k Obedience to law of parents, school, city 
/ Reverence for God and man 
Manners 

a What manners indicate 
b Conduct in the home 

(1) Obedience without grumbling 

(2) Expression of gratitude 

(3) Well-modulated voices, no screaming, calling 

or loud voices 

(4) “ Yes, mamma ’’ 

(5) “No, Miss Brown” 

(6) Standing when elders come into the room 

(7) Greetings at meeting 

(8) Do not interrupt 

Note. The above list is only suggestive, and 
should be greatly enlarged by teacher. See 
McMaught, Training in Courtesy, U. S. Bureau 
of Education Bui. 54, 1917. 

c Conduct in school 

(1) Greetings 

(2) Standing in presence of elders 

(3) Never passing in front of anyone 

(4) Saying “excuse me” and “yes. Miss 

Brown ” 

(5) A general dignity of atmosphere 

(6) No loud talking 

(7) Doing helpful things 


12 


d Conduct on street cars, in theaters and other public 
places 

(1) No loud talking or whistling 

(2) Observing rights of others 

(3) Helping older people 

4 Health 

a Personal health 

(1) Good health is a patriotic duty 

(2) Inspection and care of eyes, ears, teelh, 

throat, nose 
h Health of family 

(1) Cleanliness—waste paper, dust, rubbish 

(2) Fresh air 

(3) Regular meals 

5 Patriotism 

a Songs 
h Flag exercises 
c Celebration of holidays 
d Pictures and stories of national heroes 

III Activities 

This is the most important part of the work, and should be intro¬ 
duced in connection with each topic. Show the importance of team¬ 
work and the obligation of every child to serve. Give the well-to-do 
child some idea of how the less fortunate live, and awaken in him 
:] desire to do something for them. Encourage the children in out¬ 
side clubs or as individuals to do something for an unfortunate 
family when occasion arises, but avoid making the school or the 
classroom a bureau for contributions or collections except on 
extraordinary occasions. 

1 Care of property (a) at home, (b) at school 

2 Help in general health 

3 Do a kind deed a day 

4 Organize a junior civic league for service to school and country 

See Bailey, “ What I Can Do for Uncle Sam,” Chapter 19 

5 Home gardens 
IV Method 

' I Get facts by questioning children on their own experience 

2 Stories of home life which give ideals of heroism and service 

See Ca;bot, “ Course in Citizenship and Patriotism,” for reading 
list 

See Dynes, “ Socializing the Child,” Silver, Burdett & Co. 

3 Methods and type lessons 



13 


4 Songs, poems, mottoes 

5 Pictures 

6 Games, pantomimes, plays 

Suggestions in Reading and Story-telling 

Topics for grade i 
Morals and manners 
Stories of family and home 
Primitive family and home 
Stories about children 


References for Grades 1 and 2 

Baylor, A. S. & Colbert, Emma. Young America’s First Book. 
Century 

Bryant, S. C. ed. Stories to Tell the Littlest Ones. Houghton 

- ed. Stories to Tell to Children. Houghton 

Burt, M. E. ed. Poems That Every Child Should Know. Doubleday 
Cabot, Mrs E. L. & others. Course in Citizenship and Patriotism; 
rev. ed. Houghton 

Coe, F. E. ed. First Book of Stories for the Story-teller. Houghton 

- ed. Second Book of Stories for the Story-teller. Houghton 

- ed. Third Book of Stories for the Story-teller. Houghton 

Keyes, A. M. Stories and Story-telling. Appleton 
Olcott, F. J. ed. Good Stories for Great Holidays. Houghton 
Richards, Mrs L. E. H. The Big Brother. Little 

GRADE 2 

Group emphasized: School and playground 

Note. The teacher should read the introduction carefully. She should 
become familiar with the work of Grade i, and continue formation of habits 
along same lines. 

I Aims 

1 To make child conscious of his place in a wider circle and to 

teach him his responsibility to it, and enable him to perform 
service in it 

2 To teach morals and manners especially applicable to this group 

3 To continue work of grade i in health instruction 

4 To teach patriotism 

II Subject matter 

I Study of the group 
a Analysis of the school 

(1) Class 

(2) Teacher 

(3) Principal 

(4) Janitor 

h Services of each to the school 





14 - 


c Necessity of rules and regulations 

Emphasize idea of being law-abiding, of rules in games 

2 Civic virtues 

a Keynote: Good will — the Golden Rule 
b Punctuality 
c Truthfulness 
d Reliability and obedience 
e Keeping one’s word 

/ Thoroughness : be a good citizen by making the most o 
one’s self 

g Care of property 

(1) Be careful of school property 

(2) Be careful of borrowed things 

(3) Be respectful of books 

(■4) Pick up papers in schoolhouse and playground 
(5) Never throw papers about 
h Fair play and team work 
i Safety first 

y Thrift — related to g (above) 
k Kindness to animals 

(1) For sake of kindness 

(2) To avoid economic loss 

I Conservation of flowers, plants and trees 
m Love of nature and appreciation of its beauty 
n Obedience to law of parents, school and city 
o Self-restraint 
p Helpfulness to others 
q Reverence for God and man 

3 Manners 

a Respect for rights of others in school and playground 
h Politeness in intercourse with schoolmates and teacher 
c Continue training along lines suggested in grade i 

4 Health in school (see also under Health in grade i) 
a Need for outdoor exercises 

h Calisthenics periods in school 
c Value of playground 

5 Patriotism 

a Stories of early lives of great men 
b Deeds of service and heroism 
c See Patriotism under grade i 


15 


III Activities 

1 Should be connected with every topic 

2 Continue to do kind deeds daily 

3 Be kind to new pupils 

4 Make things to amuse some child in a hospital 

5 Help a foreign child 

6 Pick up unsightly things 

^ Refrain from throwing things about, throwing stones 

8 Refrain from playing games which endanger 

9 Refrain from defacing things 

10 Aid in Safety-first movement 

11 Thrift activities 

12 Prevention of cruelty to animals 

13 Organize civic league with special reference to work in school 

or playground, and country 

14 Make schoolroom and playground beautiful 

See Bailey, “ \Miat I Can Do For Uncle Sam.” 

15 Home gardens 

IV Method (see also Method under grade i) 

1 Stories 

See Waldo, “ Safety First for the Little Folks,” Scribner. 

2 Stories of chivalry 

Show how chivalry was originally intended for noble knights, but in 
a democracy should apply to all. See Hand Book for Boys, Boy 
Scouts of America. 

Suggestions in Reading and Story-telling 

Topics for grade 2 
Morals and manners 
Stories of school and playground life 
Stories of camp life 
Stories about children 
Stories of chivalry 
See reference list under grade i 

GRADE 3 

Group emphasked: The neighborhood 
Workers who labor for us. How do we labor for them? 

1 Aims 

1 See aims in introduction 

2 To get the child to understand the cooperation practised in 

ordinary relations in his neighborhood, to develop ideas of 
dependence and reciprocal duties 


16 


TI Subject matter 

1 Study of the neighborhood 

a Persons who are engaged in occupations contributing to 
ordinary needs of life 

(1) Those who supply us with food: farmer, gardener, 

baker, milkman, grocer, butcher etc. Start with the 
breakfast table 

(2) Those who jupply us with clothing: dry-goods dealer, 

tailor, dressmaker, shoemaker etc. 

(3) Those who supply us with shelter: carpenter, brick¬ 

layer, painter, plumber etc. 

(4) Those who supply us with fuel 

(5) Those who care for us when we are ill: physician, 

druggist, nurse, hospital 

Here is a good opportunity to show community respon¬ 
sibility. “ Who supports the hospital ? ” D’o something for 
the hospital. 

(6) What part do we or our fathers and mothers take? 

h Some agency which does great service to the community; for 
example, telephone system 

Who creates it? Who supports it? Who uses it? Why 
do -people like to have telephones ? Consideration to be 
expected in use of telephone. Other public agencies 
which render service 

c A home industry, to show who uses the produce; for example, 
milk. Where does it go? Who uses it? Do we get any¬ 
thing from the city? Show interdependence of city and 
country 

2 Civic virtues 

Review work of previous grades and continue training along 
those lines. 

a Qualities which you would like to see in people you deal with ; 

for example, ice man, telephone girl, grocer etc. 
b Qualities which you can practise in relation with them—^ 
cheerfulness, respect for their work, honesty, ‘‘ square deal ” 
c Neighborliness, helpfulness and peace among neighbors 

Note. This is a good time to help children of foreign birth, as 
suggested in note in introduction, also children in hospitals, 

d Hospitality 

e Kindness to those less fortunate 

- f Unselfishness 

- ^ Kindness to animals . 


IT 


h Care of property of others- 
i Respect for labor, whether by hands or by brains 
j Conservation of trees, plants, flowers and grass. Why? 
k Love of nature and appreciation of its beauty 
/ Obedience to rules of parents, school, town, village and city 
m Reverence 

3 Manners 

a See work of previous grades 

h Study particularly manners as related to people of the 
neighborhood as suggested in a and h under Civic virtues 

4 Health 

a As applied to neighborhood 
h Local agencies for the protection of health 
c How child can help 

5 Patriotism 

a See under grades i and 2 
b Study heroism in ordinary people 
HI Activities 

1 Continue to do a kind act every day 

2 Continue to make school and grounds attractive 

3 Follow out lines suggested under Civic virtues, a and h 

4 Work of civic league with special reference to neighborhood 

5 Care of other people’s property 

a Lawns, fences etc. 

6 Home gardens 

7 Fire protection 

See Davis and Martin, “Firebrands,” Little, Brown & Co., which 
is constructive in suggestions; see also Waldo, “Safety First 
for Little Folks.” 

8 Clean-up campaign, “ swat the fly,” care about water waste 

9 Communicate with officials of the community through class 

committees and arrange for cooperation in community 
activities; for example, clean-up campaigns 

10 Periodical inspection of child’s own neighborhood 

11 Pictures of and visits to other communities 

12 See how child’s own community could be improved to make a 

community desirable 

13 Study the story of the Pilgrims to show how they provided for 

their wants. Their hardships far greater than those of the 
modern immigrant 

14 Compare camping experience 

15 Continue patriotic activities as in grades i and 2 


IV Method 

1 See Method under grades i and 2 

2 Questions on the child’s own experience. Use conversational 

method 

3 Dramatization 

4 A housekeeper receiving calls from tradesmen such as baker, 

milkman, grocer, butcher etc. Use this occasion for training 
in manners 

Suggestions on Reading and Story-telling 

Topics 

Stories of primitive life 
Stories of colonial life 
Heroes of everyday life 
Children of colonial times 
Children of other lands 


References 

Bailey, C. S. Bo3'S and Girls of Colonial Days. Flanagan 
Chance, L. M. Little Folks of Other Lands. Ginn 
Coe, F. E. Heroes of Everyday Life. Ginn 

Johonnot, James. Stories of Heroic Deeds. Amer. Book Co. followed by 
Baldwin, James. American Book of Golden Deeds. Amer. Bock Co. 
First part of volume; Humble heroes. 

- Fifty Famous Stories Retold. Amer. Book Co. 

Dunton, Larkin, ed. World and Its People Series. Silver 

Little Cousin Series. Page 

Little People Everywhere Series. Little 

Moffett, Cleveland. Careers of Danger and Daring. Century 
Peeps at Many Lands Series. Macmillan 
Twins Series. Houghton 


GRADE 4 

Group cniphasiccd: School district (town, viUapc, or city, zvhichevcr is the 
local unit for the particular school) 

Public servants who serve us. 

I Aims (see Aims in introduction) 

I To show the child how he can take part in civic aclivines 
n Subject matter 

I Study of the public servants. Introduce the service rendered 
through the person who renders it 
a Postman or rural carrier 

(I) What does he bring ? Where does he get the mail ? Who 
writes the letters? Who sends the postman and sup¬ 
ports the post office? 



19 


(2) Relate to President of the United States 

(3) Why is it better for the United States rather than the 

states to take charge of the mail? 

(4) Fix here ideas of coordination of various parts of country 

(5) Can we help the postman? 

See Bailey, “ What I Can Do For Uncle Sam,” chap. 13. 
b Policeman or constable 

(1) What does he do? Who tells him to? Why must we 

obey him? Should we be afraid of him? Why not? 
How does he help us ? Why do we need laws ? Who 
makes the laws the policeman carries out? Has your 
father anything to do with making them? How can 
you help the policeman? 

(2) Relate to “ Safety-first.” Heroism of policemen 
c Fireman 

(1) Relate to “Safety-first” 

(2) Fire prevention 

See Martin & Davis, “ Firebrands.” 

(3) Heroism of firemen 
d Street cleaner 

(1) Relate to cleanliness 

(2) Relate to hygiene 

(3) “Clean-up” campaigns 

(4) What can a child do to help? 
e Garbage and ash collectors 

2 Study of some obvious agencies 

By questions find out whether the child knows any agency kept 
up by the government 
a State roads 

(1) How do you know them? Why do you like them? Do 

villages and towns have as good roads as these ? Why 
is it better for the State to make the roads very good? 

(2) Explain; state enough to make above clear 
b Schools 

(1) Why do we have them ? Who supports them ? What is 

our duty as school children? 

(2) Introduce here school district. Draw a map of the dis¬ 

trict and on it locate the school. Describe the school 
district meeting, the officers chosen and their relation 
to the schools 


20 


c Library 
d Museum 
e Parks 
/ Hospital etc. 

3 Town (use village or city if this is the local unit in which the 

school is situated) 

a Boundaries and relation to county; relation of county to 
State and of State to United States 
b Officers chosen by the people to transact business for them 

(1) Supervisor 

(2) Town clerk 

(3) Assessors 

(4) Collector 

(5) Overseer of the poor 

(6) Superintendent of highways 

(7) Justices of the peace 

(8) Constables 

(a) Function. How offenders are brought to justice 

(b) Importance of the preservation of the peace: 

original and fundamental object of government 
was protection ; constables merely represent all 
of the people to see that they are protected 
against wrong-doing 

(c) Necessity for laws (review) ; cf. rules in a game; 

illustrate in home, school, playground 

(d) Making the laws (review) ; show how it comes 

down to the people themselves; the Pilgrims in 
the Mayflower. Compact promised to make 
laws for the general good and to abide by them. 
They voluntarily submitted to the law which 
they themselves made 

(e) Obligations of all toward the law, to know it and 

obey it, to make it, to change bad laws 

(9) Inspectors of election 

(a) Elections. Show responsibility of voters 

(b) Town meetings, an example of pure democracy 

Have class hold meetings; study majority rule 

4 Village (follow the line of development used under Town) 
a Incorporation 

(1) Purposes 

(2) Method 

(3) Advantages and disadvantages 


21 


b Classes 
c Officers 

(1) President 

(2) Treasurer 

(3) Assessors 

(4) Collector 

( 5 ) Clerk 

(6) Street commissioner 

5 City 

a Incorporation 

(1) Purposes. What the city does for its citizens 

(2) Advantages and disadvantages 

(3) Charter 

(4) Varieties of city government 
h Classes 

c Officers 

(1) Mayor, commission, city manager 

(2) Aldermen, council 

(3) Treasurer 

(4) City judge 

( 5 ) City attorney 

6 Civic virtues 

a How can I be my best self? Relate to Scout ideals 

(1) High standards — good work 

(2) Thoroughness 

(3) Perseverance 

(4) Self-control 

(5) Courage 

b How can I help my town, etc.? 

(1) Thrift 

(2) Care of public property—books, buildings, streets, 

fences, parks. Avoid making a litter, pick things up 

(3) Regard for other peoples’ property and rights 

(4) Conservation of plants, flowers and trees 

(5) Conservation of birds and animals 
c How can I help my country? 

(1) Making the best of myself 

(2) Loyalty 

(3) Working for it 

7 Manners 

Note, The teacher should become familiar with the work of 
earlier grades and continue training. She should never fail to 
use an opportunity to teach good manners. 


8 Health 

a Relate to work by local officials 
b Show the need for cooperation 
c What the child can do to fight disease 

9 Patriotism 

a American ideals of manhood and womanhood 

(1) In our leaders 

(2) In ordinary people 

b Boy Scout and Girl Scout ideals. Majority rule. Illustrate 
in class organization 

III Activities 

1 Continue to make the schoolroom and yard attractive 

2 Continue to do a good deed every day 

3 In connection with each civic agent, show what the child can do 

to keep on helping 

4 Introduce here Boy Scout and Girl Scout ideals, emphasizing 

Nation 

5 Keep a scrapbook of local happenings; make the child familiar 

with local officials, work and needs; have him help 

6 Get as many facts as possible from the child’s own experience, 

and get him to ask questions outside and to investigate and get 
facts 

7 Organization of a civic league 

a To give experience in holding meetings 
b To collect facts 

c To do some definite service for the town or community 

IV Method 

1 Collection of facts 

a By questioning the child from his own experience 
b By encouraging and directing him to investigate in order to 
get facts. Begin using library 

c By use of textbooks; for example, Richman and Wallach, 
“ Good Citizenship,” American Book Co.; Hill, “ Lessons 
for Junior Citizens,” Ginn & Co. 
d Get a town official to address pupils 

2 Poems of heroism and idealism 

3 Songs 

4 Dramatization; for example, meeting, election 

5 Correlation with history and with reading 

Note. While this is the child's introduction to civic life in his 
own locality, great care must he taken to keep in his mind his 
country. These two lines should be emphasized equally in the 


work, though, of course, an equal amount of time will not be spent. 
We wish to make a fine young American as well as a good citizen 
of a particular town. 

Suggestions in Reading and Story-telling 

Topics 

Continue children of other lands 

Heroism in public servants; for example, policemen, firemen, 
soldiers, sailors and in women like Clara Barton, Florence 
N ightingale 

Chivalry — should be an ideal of democracy. See under grade 3 

Great men who have done service: national heroes 


References 

Amicis, Edmondo de. Heart of a Boy. (Children’s Favorite Classics) 
Crowell 

Baldwin, James. American Book of Golden Deeds. Amer. Book Co. 
Bryant, S. C. I Am an American. Houghton 
Church, A. J. Crusaders. Macmillan 
Dawson, Jean. Boys and Girls of Garden City. Ginn 
Paris, J. T. Real Stories from Our History. Ginn 
Roads, railroads, pony-express. 

Gordy, W. F. Our Patriots. Scribner 

Malory, Sir Thomas. Boy’s King Arthur; ed. by Sidney Lanier. Scribner 
Pyle, Howard. Some Merry Adventures of Robin Hood. (Scribner’s 
Series of School Reading) Scribner 
Tappan, E. M. American Hero Stories. Houghton 

Wade, Mrs M. H. B. Little Folks’ Plays of American Heroes. Badger 

See under “ Children of Other Lands,” grade 3. 

For “Teachers Lists in Formal Civics,” see under grade 5. 


GRADE V 

Groups emphasiaed: (i) Reznew all widening circles; (2) county and state 

I Aims 

See Aims under grade 4 

This year’s work widens and emphasizes the work of grade 4. 
The teacher should make herself thoroughly familiar with the 
work of that grade. 

II Subject matter 
I Review 

a Home 

b School and playground 
c Village and town or city 

Emphasize here the need of government and laws and our 
responsibility to them 


24 


2 The City Beautiful: see reference lists in Nida, City, State 

and Nation,” Macmillan Co.; Hughes, “ Community, Civics,” 
Allyn & Bacon 

a Study the city of Washington to give an illustration of a 
well-planned city. Show pictures. This will create good 
taste in the children, which is most necessary in order to 
awaken a desire for a beautiful city. It will also awaken 
an interest in the national capital which will prepare the 
way for the work of the next grade. 

See Taft & Bryce, “Washington, the National Capital"; a 
monograph profusely illustrated, published by the American 
Geographical Society, Washin^on, D. C. Every teacher 
should have it, and it should be available to every child for 
reference. 

b Apply “ City Beautiful ” to the home town. See what 
children can do to help 
c Use Arbor Day with this thought in mind 
d Relate to “ Clean-up ” work 
e Study natural beauties of the neighborhood 

3 The county 

a Services rendered by county. Teach only very obvious ones 

(1) Cares for unprotected children by appointing guardians 

(2) Cares for the poor at a county home 

(3) Protects public health by establishing tuberculosis hos¬ 

pitals 

(4) Helps transportation by building and caring for roads 

and bridges not maintained by state or town 

(5) Keeps order and punishes criminals 
h Principal county buildings 

(1) Where are they located? 

(2) Secure pictures of them for your notebook 

c Draw a map of your county showing towns, principal villages 
and county seat 

4 The State 

a Its boundaries, shape, size etc. Correlate with geography 
h What the State has to do with the ordinary person 

Introduce function by reference to necessity for rules 
in a game. The State makes the rules (laws) which 
enable persons to live together. It regulates the rela¬ 
tions of people to one another; for example, a father 
ought to support his child. 

(1) Domestic relations 

(2) Landlord and tenant 

(3) Employer and employee, protection of factory workers, 

child labor law 


26 


c Officials 

(1) Executive 

Only chief ones. Emphasize State Education Depart¬ 
ment in reviewing local units 

(2) Legislative 

Again emphasize necessity of law. Part taken by 
ordinary people in making it. Necessity for 
obedience. How a bad law may be changed. 

(3) Judicial 

Relate to work done under County 
d How the State pays its bills 

Note. In the above, work for a few large ideas and clear 
conceptions. Try not to multiply facts, but use only such as are 
needed for clearness. 

5 Civic virtues 

a Awaken pride in the achievements of our State; for example, 
New York’s part in the World War 
b Make the child want to be a fine citizen 
c Show him how much he owes his State for his education, and 
how he should repay it by doing his best work 
d Continue along line of Boy Scout and Girl Scout ideals and 
practices 

6 Manners 

See work of preceding grades; keep on with formation of 
correct habits 

7 Health 

a Correlate with hygiene 
h Relate to ideals of a citizen 

He owes it to his State to be a healthy one 

8 Patriotism 

a Heroes and heroines 

(1) Of New York State 

(2) Of the United States 

(3) Of other lands 

The object of this work is to create ideas of indi¬ 
vidual ideals and service. 
h Current events, involving New York State 
c Poetry; memorize quotations 
III Activities 

1 Continue activities suggested under grade 4 

2 Visit the county court. Notes on visits 

3 Visit the county house and farm. Notes on visits 


2 G 


4 Visit the county clerk’s ofifice. Notes on visits 

Note. The greatest care should be exercised by the teacher in 
making such visits even where she finds it possible. In many cases 
she will find it advisable to make the visit alone and report her own 
findings to the class. 

5 Collect samples of common legal papers 

6 Make a scrapbook of county legal notices 

7 Make a scrapbook of clippings of state events 

8 Form a good citizenship league 
a Hold meetings 

b Plan activities connected with subject matter of the grade and 
continue those already started in grade 4. (See civics 
reading books) 

See under City Beautiful; use investigation to get facts where 
possible. Use library. 

IV Method 

1 Notebook to keep summaries and notes 

2 Scrapbook 

3 Poetry and songs 

4 Correlation with 
a Reading 

Biographies suggested under Patriotism 
h Geography, with emphasis on New York State 
c Hygiene will give it more vital purpose 

Civics Books for the Pupil 
Dole, C. F. Young Citizen. Heath 

Forman, S. E. Essentials in Civil Government. Amer. Book Co. 
Smith, J. F. Our Neighborhood. Winston 
For country children. 

Ziegler, S. H. & Jaquette, Helen. Our Community. Winston 
For city children 

References for Teacher 

Government of New York State, including local divisions 
Ames, E. W. New York State Government; rev. ed. Macmillan 

Supplement to R. L. Ashle3'’’s New Civics. Macmillan, and C. A. 
and Mrs M. R. Beard’s American Citisenship. Macmillan 
Boynton, F. D. Actual Government of New York. Ginn. 

Machinery 

Hoxie, C. DeF. Civics for New York State. Amer. Book Co. 
Machinery 

Hughes, R. O. Community Civics. Allyn 
Function 

Nida, W. L. City, State and Nation. Macmillan 
Particularly city 

Sullivan, James. Government of New York. Scribner 
Machinery 

Is also included in J. A. James’s and A. H. Sanford’s Govern¬ 
ment in State and Nation; N. Y. State edition. Scribner. 
Includes state syllabus giving complete analysis of government 
of state and local divisions. 


C7 

Suggestions for Reading 
Heroes of New York State 

Heroes of our Nation— following Elementary History Syllabus 

Add to those in Elementary Syllabus; Lafayette. Some quotations 
from leaders 

Heroes of other lands 


References 

Southworth, G. V. Builders of Our Countr>\ Appleton 
Yonge, C. M. Book of Golden Deeds. Burt 
Ihiblished for English readers 50 years ago. 

Supplemented by the following: 

Baldwin, James. American Book of Golden Deeds. Amer. Book Co. 

-;— Fifty Famous Stories Retold. Amer. Book Co. 

Paris, J. T. Makers of Our History. Ginn 
Greene, F. N. My Country’s Voice. Scribner 
Quotations from speeches, documents, poems. 

McFee, Mrs I. N. C. American Heroes from History. Flanagan 
Tappan, E. M. American Hero Stories. Houghton 
- Old World Hero Stories. Houghton 


GRADE 6 


Unit cuif^hasizcd: The Nation 

I Aim 

1 To formulate and inculcate .American ideals of manhood and 

womanhood 

2 To teach American national ideals and their influence in world 

politics 

3 To give some idea of the government of the United States 

4 To give some idea of the nature of the service which the child 

can do for his country 
IT Subject matter 

I Biographies of men and women who may be regarded as fine 
types of Americans 

a Emphasize service to humanity. Also careers of poor boys 
who have been successful and have rendered service. Give 
a very liberal idea of the types of service which can be 


rendered. 

b Children should be encouraged to do a good deal of outside 
reading. 

2 Analysis of American character, with the object of training 
in civic virtues 

a Make the work a conscious builder of character on the part 
of the child, caused by his enthusiasm for the American 
character 


See Cabot. “Course in Citizenship and Patriotism,” Houghton; 
Markwick & Smith, “The True Citizen,” American Book Co. 




28 


h The following points should be emphasized: 

(1) Open-mindedness, necessity for intelligent judgment, 

self-reliance, initiative 

(2) Cooperation, sense of personal responsibility^ service to 

humanity 

(3) The family as a basis of training in civic virtues 
Study Theodore Roosevelt’s home life and his ideas of 

the importance of right family relation. 

(4) Respect for honest labor. Good work for its own sake 

3 Manners 

a Continue to emphasize the idea that chivalry is an ideal of 
democracy, applying equally to girls and boys 
h Give the spirit which will make good manners real 
See “ Handbook for Boys,” Boy Scouts of America. 
c Continue formation of good habits 

4 Health 

a Emphasize physical well-being as an obligation of citizenshi]) 
h Value of physical training and games 
c Importance of self-restraint, temperance, balance 

See Allen, “Civics and Health”; “Hand Book for Boys,” Boy 
Scouts of America. 

5 Study of national ideals 
a Democracy 

(1) Mayflower compact 

See Hill, “Americanism,” for interpretation; have it 
memorized. 

(2) Declaration of independence (first and last parts) 

Have parts memorized 

(3) Constitution 

Preamble (memorize) 

Bill of rights 

(4) The American’s creed 

See Andrews, “The American’s Creed and Its Meaning.” 
Use whole book; have creed memorized 

Note. For interpretation of democracy, see David Jayne 
Hill, “Americanism,” Appleton; “The People’s Government” 
Appleton. 

(5) Extension of democracy 

{a) Influence of A^merican ideal of democracy on 
European countries, especially France 


29 


(b) Extension in the World War 

See President Wilson’s speeches, especially “ Messages 
to Congress,” April 2, 1917. 

b Rights of nations 

(I) As applied to this continent 
The Monroe Doctrine 

See President Wilson’s speeches, especially “ Messages 
to the Senate,” January 22, 1917. 

c Peace 

(1) The attitude of the average American toward war 

(2) ‘‘The War for Peace ” (the World War) 

(3) The League of Nations 

(4) A peace of justice 
6 Government 

a The constitution 

(1) As fundamental law 

(2) As authority for our form of government 

(3) As protector of the rights of individuals 
b What the government does for the people 

(1) Most obvious in everyday life 

(a) Currency 

(b) Postal service 

(2) Less obvious 

(a) Taxation 

Duties on imports 
Internal revenue 
Income tax 

(b) Control of interstate commerce 
(r) Pure food 

(3) Still less personal 

(a) All foreign relations 

(b) Army and navy 

(c) Patents and copyrights 

(d) Weights and measures 
(T) Naturalization 

c Machinery of government (study division of functions) 

(I) Legislative 

(a) Composition 

(b) Law making 
(r) Impeachment 



30 


(2) Executive 

(a) President and vice president 
How chosen 

Powers 

(b) Cabinet 
How chosen 
Powers 

Names and powers of each officer 

(c) Bureaus 

(3) Judicial 

(a) Supreme court 
How chosen 
Jurisdiction 

Guardian of the constitution 

(b) Lower courts 
7 Citizenship 

a How to become an American citizen 
b Rights of citizens 
c Obligations of citizenship 

(1) This should be basic; for example, see B03' Scout oath; 

“ Keep myself physically strong, mentally awake and 
morally straight ” 

(2) Should also be arranged to fill the needs of the particular 

time; for example, certain obligations arose during the 
war; others will arise. These should be looked for, 
and work should be done along lines suggested. 

HI Activities 

1 Have class arrange a patriotic program for whole school 

2 Continue good citizenship league, emphasizing United States 

See Studebaker, “Our Countr>’’s Call to Service,” Scott, Fores- 
man & Co.; Bailey, “ What I Can Do for Uncle Sam.” 

3 Begin Boy Scout and Girl Scout organizations 

4 Study current events emphasizing United States 

5 Make a scrapbook of clippings of national events 

6 Practise parliamentary law 

See Leighton, “Student Handbook of Parliamentary Law,” 
Frederick Leighton, Oswego, N. Y. 

IV Method 

1 Textbook 

For example, Turkington, “My Country,” Ginn & Co., treated 
from national standpoint. 

2 Copious reference reading 


31 


3 Much committing to memory of words of documents and 

speeches 

4 Poetry 

5 Correlation 
a Reading 

See notes on readers and reference reading 

o 

h Geography 

(1) Emphasize size and beauty of America, her resources 

and her possibilities 

(2) Study national parks to show a particular governmental 

activity 

(3) America “the Land of Promise” 
c History 

(1) Emphasize individual and national ideals 

(2) Study the history of the documents referred to under 

“ National ideals ” 


Suggestions for Reading 

Center all emphasis on United States 

Heroes of United States (correlate with history) 

Careers of poor boys who have succeeded 

Great men who have done service; inventors etc. 

Quotations from speeches and documents 

Poetry 

References 

Bemis, K. I., Holtz, M. E., & Smith, H. L., cd. Patriotic Reader. 
Houghton 

Emphasizes our country’s ideals. 

Deming, N. H. & Bemis, K. I. cd. Stories of Patriotism. Houghton 
Includes W^orld War. 

Dole, C. F. Young Citizen. Heath 
Paris, J. T. Makers of Our History. Ginn 
Second part. 

Franklin, Benjamin. Autobiography. Amer. Book Co. 

Hale, E. E. Man Without a Country. (Old Glor\' ed.) Little 
McBrien, J. L. ed. America First. Amer. Book Co. 

Patriotic reading. 

McFee, Mrs I. N. C. American Heroes from History. Flanagan 
Marden, O. S. How They Succeeded. Lothrop 

Markwick, W. F, & Smith, W. A. The True Citizen — How To Become 
One. Amer. Book Co. 

American idea of the individual. 

Monroe, Paul & Miller, I. E. ed. American Spirit. World Book Co. 

A basis for world democracy — speeches, poems etc. 

National Board for Historical Service. War Readings. Scribner 
Pressey, Park. Vocational Reader. Rand 

Seri, Emma & Pelo, W. J. ed. American* Ideals. Gregg Pub. Co. 

Selected patriotic readings. 


32 


Studebaker, J. W. Our Country’s Call to Service. Scott 
Red Cross, Conservation, Thrift. 

Synon, Mary. My Country’s Part. Scribner 
In World War. 

For further suggestions see 

Neumann, Harry. Teaching American Ideals Through Literature. U. S. 
Bureau of Education, Bui. 32, 1918 


Readers 

Baker, F. T. & Thorndike, A. H. ed. Reader; Grades 3 to 8. (Every¬ 
day Classics) Macmillan 
Bulfinch, Thomas. Age of Chivaliy. Lothrop 

Elson, W. H. & Keck, Christine. Elson Grammar School Reader; Books 
I to 4. Scott 

Many selections on patriotism, duty and love of nature. All good 
literature. 

Book I for grade 5; book 2 for grade 6; book 3 for grade 7.; book 
4 for grade 8. 

Laselle, M. A. Home and Country Readers; Books i to 4. Little 

Inspirational books on patriotism, civics and literature, for Americaniza¬ 
tion work. 

Book I for grade 5; book 2 for grade 6; book 3 for grade 7; book 
4 for grade 8. 

Merrill, F. A. Our Country. Doubleday 

References for Teachers 

1 National government: see list for grade 5. 

Paul, Mrs N. B. Heart of Blackstone. Abingdon Press 
Woodburn, J. A. & Moran, T. F. Citizen and the Republic. 
Longmans 

2 Interpretation of national ideals: see general bibliography at end of 

grade 8. 

3 Speeches and documents 

Foerster, Norman & Pierson, W. W. American Ideals. Houghton 
Gaus, C. F. ed. Democracy Today. (Lake English Classics) 
Scott 

Greenlaw, E. A. ed. Builders of Democracv. Scott 
Liberty, Peace and Justice. (Riverside Literature Series) 
Houghton 

Long, A. W. ed. American Patriotic Prose. Heath 
Roosevelt, Theodore. American Ideals. Putnam 
- The Great Adventure. Scribner 

- National Strength and International Duty. Princton Univ. 

Press 

-- The Roosevelt Book or selections from his writings. 

Scribner 

Watkins, D. E. & Williams, R. E. Forum of Democracy. Allyn 
Wilson, Woodrow. In Our First Year of the War. Harper 

- International Ideals. Harper 

- Why We Are at War. Harper 

4 Biographies: see Elementary Syllabus in History. 

Hagedorn, Hermann. Boys’ Life of Theodore Roosevelt. Harper 

5 Boy Scout literature 

Boy Scouts of America. Handbook for Scoutmasters. Boy Scouts 
of America 

- Official Handbook for Boys; latest ed. Boy Scouts of 

America 








CIVICS IN GRADES 7 AND 8 


Introduction 

The child of the first grade manifests his patriotism in very simple 
acts within a small group. Every grade sees the horizon pushed 
back a little farther, and the acts of the pupil becoming increasingly 
social and civic. By the time the child is in the seventh grade he 
realizes that he is a member not only of a family, of a class in 
school and of a neighborhood group, but also of other and larger 
communities from every one of which he receives many benefits 
and to every one of which he owes loyal service in return. It is 
the privilege and duty of the upper grade teacher to make this 
community consciousness broader and deeper and stronger, and 
to see that it results directly in more useful civic acts. 

It is also important for us to remember that the upper grade 
child is full of energy, restless under restraint, eager for some¬ 
thing new, easily influenced, ready to join either the “ gang or the 
Boy Scouts, and with tremendous possibilities for evil or for good. 
The schools must not trust to outside agencies to harness this 
energy and direct it. They must use it for the one great object of 
our public schools, namely, the making of better citizens. It is with 
these thoughts in mind that the seventh and eighth grade work 
was planned. 

Notes to the Teacher 

In planning the lesson the teacher should keep in mind: 

1 Selection of problem to be discussed 

2 Collection of information about the problem 

3 Discussion in class of facts collected 

4 Formulation of principles of our social and civic life 

5 Action applying the principles thus discovered to various 

forms of community service 

I The problems will be selected from among those listed in the 
syllabus, although not necessarily in the order given. If there is 
some problem in your community that needs to be solved, that is 
the one for the class to study. Under a skilful teacher the class 
may choose its own problem, and thus may enter upon a real civic 
project with civic motives and aims. 

[ 33 ] 



34 


2 The preparation for the lesson will include visits, interviews and 
tours of observation made by the pupils individually and in groups. 
This community research work will help our boys and girls to 
collect social and civic experience which can be made the basis of 
discussion in class. The more the pupils enter into the preparation 
for the lesson, the keener the zest for the work and the better their 
understanding of it will be. Incidentally, the effect on the com¬ 
munity is likely to be salutary. It is quite conceivable that the 
pupils in preparing for their discussion of water (suggested 
activity 2) may call the attention of older citizens to waste of water 
taking place in the neighborhood. Other suggested activities may 
make the adults who are consulted do some civic thinking too. 

3 The discussion in class will be for the purpose of sorting and 
classifying, comparing experience and arriving at some clear-cut 
conclusions concerning things as they are and things as they ought 
to be. The teacher should aim to be the guide, director and man¬ 
ager, not the dictator. She should not do the pupils’ thinking for 
them and then make them submit to a process of mental forcible 
feeding, but should try to help them to think things through for 
themselves. 

4 The lesson will be ineffective if it leaves the pupils with vague 
and hazy impressions rather than clear-cut conclusions concerning 
the questions discussed. Pupils must learn to think carefully and 
clearly, forming judgments based on carefully tested data, not 
opinions based on hearsay and influenced by prejudices. In this 
way pupils will not only learn the elements of political science now, 
but will be trained to take active part as they grow older in helping 
to improve our institutions and our laws. 

5 The pupils will need to learn not only the science of govern¬ 
ment but the art of citizenship; and the way to learn an art 
is through practice. Also, pupils are citizens though not yet voters, 
and as citizens they have obligations and responsibilities which they 
must meet. While it will not always be possible for the teacher 
to see that every lesson functions in the life of the pupil and results 
in definite acts of community service, the wise teacher will make 
this her aim, and will plan her lesson with this in mind. Above all 
she will teach, both by precept and by her own example, that “ The 
very life of the republic depends upon the daily lives of her citizens; 
and, if she is to serve humanity, we must serve her.” 


35 


GRADE 7 

A study of the individual’s life in the various groups of which he 
forms a part, from all of which he receives contributions to his 
welfare and with all of which he must in turn cooperate. The 
emphasis is placed on the following: 

1 Our individual and collective needs 

2 Our inability to supply our needs without the help of the 
community 

3 The inability of the community to solve its problems without 
the cooperation of the individual citizen 

4 How the community organizes to solve the problem connected 
with our needs 

5 Our responsibilities and opportunities for service 


A Importance 

1 To the individual 

2 To the community 


Food 


Correlate with commercial and industrial geography, page 236, 
and with household science, page 227, Elementary Syllabus. 

B Problems of the community and attempts to solve these 
problems 

I How to increase the supply 
a Scientific farming 

(1) Better methods 

(2) Improved implements and machinery 

(3) Fertilizers 

(4) Larger capital 

(5) More efficient management 

Farmers’ journals 
Farmers’ institutes 
County fairs 

Corn, pig and canning clubs 
Granges 

County farm bureaus 
Rural schools 

Agricultural schools and colleges 
Local banks 

Federal farm loan banks 
State Department of Farms and Markets 
(literature, demonstrators) 

United States School Garden Army 
United States Department of Agriculture 


36 


h Supply of farm labor 

United States Department of Labor 
c Irrigation and drainage 

United States Department of Labor 

2 How to market the supply 

a Transportation 

(1) State roads 

(2) National Highway Association 

(3) Railroads 

(4) Canals 

(5) Steamboat lines 

(6) Public Service Commission 

(7) Express companies 

(8) United States parcel post 
b Packing, storage, selling 

(1) Cooperative organizations 

(2) Dairy associations 

(3) Granges 

(4) Merchants’ associations 

(5) Consumers’ leagues 

(6) Public markets 

3 How to protect the supply (from contamination, aduhera- 

ation etc.) 

a Sanitary code and inspection of food exposed for sale 
Local board of health 

h Inspection of barns, milking places, dairies 
Local board of health 
c Extermination of flies 
State Board of Health 
United States Public Health Service 
d Cold storage regulation 
State Board of Health 

e Federal pure food law and its enforcement 
Congress 

United States Department of Agriculture 
/ Inspection of meat 

United States Department of Agriculture 

4 How to prevent fraud (short weight, substitutes etc.) 

a Local inspection 

Local bureau of weights and measures 

State Superintendent of Weights and Measures 


37 


h Standardization of weights and measures 
Congress 

c Federal pure food law and its enforcement 
Congress 

Department of Agriculture 

C Individual responsibility and opportunity for service 

1 Eternal vigilance in the care of food 

2 Scrupulous personal cleanliness whenever handling food, 

especially whenever handling milk 

3 Extermination of flies 

4 Reporting conditions that need to be remedied 

5 Home and school gardens 

6 Encouraging careful merchants by giving them our trade 

7 Trying to improve methods of farming 

D Suggested activities for junior citi:^ens 

Note. These “ suggested activities ” will include community research work 
preceding the recitation and preparatory to it, and postrecitation activities 
which will follow the recitation and apply it in community service. (See 
Notes to teacher, p. 33). These can be made the means of splendid training 
in practical patriotism. If used, however, without discretion and a modicum 
of common sense, they can result in the development of habits which are 
anything but civic. To insure the former contingency and prevent the 
latter, the following words of caution should be read with care; 

1 Let individual pupils or committees of two or three work on one of 
these assignments and report on it to the class. This will help to democratize 
the work at the same time that it prevents a class of pupils from making a 
community nuisance of themselves. 

2 Adapt assignments to the needs of the community. “Jobs” not 
“ stunts ”; real community chores for the children, things that need to be 
done, not “ exercises ” for their home work. 

3 Encourage pupils in those activities which they individually most need 
for self-development. The forward boy may need library work rather 
than interviews; the shy girl may need to be coaxed out-of-doors and 
trained in the civic virtue of getting information from people, rather than 
from books. 

All through the seventh and eighth grades continue to make constant 
use of current events, and of club and committee organization. The 
suggestions concerning activities are addressed directly to the pupils. 

I Divide the fallowing sources of contamination of food into two 
classes, urban and rural, according to the locality in which 
the danger originated. Some of these sources of contamina¬ 
tion may originate in either kind of community and there¬ 
fore will be included in both groups. Check up your home, 
grocery store, dairy etc., and see how many of these 



38 


sources of contamination you can find. Is there anything 
you can do to improve conditions in your neighborhood? 
a Unhealthy cows 
b Dirty utensils 
c Unclean stables 
d Careless methods of milking 
e Food unprotected from flies and germs 
/ Carelessness in the kitchen 
g Impure water supply 
h Anything else? 

2 Visit a dairy, a grocery store, a butcher shop, a milk station, 

public market, cold storage plant, any place where food is 
stored or sold, and list 

a Ways in which food is protected by government agencies 
h The agencies which render us this service 
c Conditions which need to be remedied 
d How. citizens may help each agency 

3 How can pupils help the community to have pure food? 

Interview father, mother, milk man, anyone you know who is 
apt to have an intelligent opinion on this question^ and see 
how long a list of suggestions you can get. 

4 Try to find out what is being done in your immediate neighbor¬ 

hood to . 

a Increase the production of food 
h Conserve the food supply 
c Protect the food supply 

Do one act to help in one of these directions: 

Boys: Survey your neighborhood for vacant lots or unused 
land that could be used for gardens, and call the attention 
of your teacher to them. 

Girls: Can one jar of preserves, dry a quantity of fruit or 
vegetables, cook a dish of ‘Heft overs,” or think up some 
other way of helping to save what would otherwise go to 
waste. 

Boys and girls: Make a poster urging care in the use of food. 
“ The World Needs Food. Don’t Waste It.” Think up some 
short, snappy slogans of this kind. 

5 Urban: Library work: How much food did we export last 

year? How much did we ourselves eat as a nation? Show 
why a people can not be well fed for an extended length of 
time unless they are well governed. 


39 


Rural; Write to the United States Department of Agriculture, 
the State Department of Farms and Markets, and the State 
College of Agriculture at Ithaca for lists of their publications. 
Select those publications which you think might be of value to 
farmers in your neighborhood, and write for them. File them 
for future reference. 

2 Water 

A Importance of water: its varied uses 

Food, gardening, bathing, laundry, cleaning of buildings, street 
cleaning, power, fire protection, irrigation 

Correlate with physiology, page 201, Elementary Syllabus. 

B Problems of the community and attempts to solve these 
problems 

I How to get an adequate supply of pure water 
a Urban 

(1) Purchase of watersheds 

(2) Building of reservoirs 

(3) Construction of aqueducts and mains 

(4) Filtering plants, chlorination, distribution 

Private companies 
Public water works 
Local water department 
State Commissioner of Health 

b Rural 

(1) Wells, springs, lakes, streams, rain water 

(2) Testing the water 

(3) Purifying the water 

State College of Agriculture (detailed 
information) 

United States Department of Agriculture 
State Commissioner of Health (examination 
of samples) 

Note. Clear water is not necessarily pure water. 

C Individual responsibility and opportunities for service 
I Rural 

a Never drink from brook or river unless perfectly 
sure the water is uncontaminated by impurities 
b Care in sewage disposal for the sake of one’s own 
family and for the sake of others 
c Watch younger brothers and sisters and teach them 
to be careful what water they drink 


40 


2 Urban 

a Care not to waste water by neglecting to turn off the 
faucets 

b Keeping a bottle of water by the ice instead of putting 
ice into the water, for the sake of conservation and 
of health 

c Reporting conditions that need to be remedied; for 
example, a fire hydrant with a waste of water; care¬ 
less use of hose, etc. 

D Suggested activities for junior citizens 

I Get American Red Cross Text Book, 1913, page 47, and 
tabulate the different methods of purifying water for 
household purposes. Mount on a piece of bristol board, 
design an ornamental border, take home and hang in the 
kitchen. Send the best one to the principal of your 
school with a card inclosed : “ Compliments of. 


2 Urban: Any ways in which water is wasted in your 

neighborhood? Ask the janitor of your school, the 
policeman of your block, a member of the nearest fire 
force, any friend of your father who works in a factory 
or a shop. Examine your own faucets and see whether 
any of them need new washers. Ask your local board 
of water supply whether your city wastes much water 
during the year, and how much this costs the citizens. 

3 Urban: Write to a pupil in some other city about the size 

of yours, describing your system of water supply and 
asking him to reply, telling you about that of his city. 
Make your letter as interesting and full of live informa¬ 
tion as you possibly can. 

4 Rural: Send for “Prevention of Disease and Care of 

Sick,'’ United States Public Health Service, 1918. Draw 
a diagram of a model well, like that on page 33; of an 
unsanitary well, like that on page 35. Try to find a well 
like one of these in your neighborhood. 

5 Rural: Send to United States Public Health Service, for 

“ Good Water for Farm Homes," study the pictures on 
pages 5 and 15. See whether you can find any conditions 
in the neighborhood that these pictures seem to portray. 
If so, report them to your teacher. 




41 


3 Clothing 

A Importance 

1 To the individual 

a Comfort 
b Health 
c Adornment 

2 To the community 

An important industry 

Correlate with commercial and industrial geography, page 237, 
Elementary Syllabus, and with sewing, pages 232-35. 

B Problems of the community and attempts to solve these 
problems 

1 How to increase the supply of raw material 

a Encouraging sheep raising 

State College of Agriculture and its extension work 

2 How to prevent practices disadvantageous to the consumer 

a Adulteration of textiles 
Government regulation 
b Misrepresentation of facts 
State Legislature 
Courts 

3 How to promote healthful conditions in workshops 

a Protection of both worker and consumer by regulation 
and inspection 
State Department of Labor 

4 How to control raw materials and output of factories in 

case of national emergency 

a Furnishing information, accelerating output, securing 
preferential services in production and delivery, 
etc. 

War Industries Board, during the war 

5 Rural 

a How to make it easier to secure clothing from centers 
of supply 
Parcel post 
Rural free delivery 

b How to prevent fraudulent advertising through the 
mails 

Federal legislation by Congress 


42 


C Individual responsibility and opportunity for service 

1 The responsibility of the consumer and his influence over 

the conditions of the workers. Trade with Arms that 
treat their workers fairly. National Consumers League 

2 Refusal to profit by the public need in case of a national 

emergency. Profiteering is disloyalty 

3 Restraint in following the fashions. Conservation of 

clothing 

4 Subordination of private interests to public welfare, illus¬ 

trated by voluntary restraint in use of wool during the 
war, in the quantity of leather used in the manufacture 
of shoes and public restraint of the individual. 

D Suggested activities for junior citizens 

1 Girls: The dress you have on was made in a sweat shop 

in New York City, sold to a department store, then sold 
to you. The woman who worked on the dress had 
tuberculosis. Write a story of two hundred words about 
the dress. 

2 Boys: The khaki shirt you wear was made in a mill in one 

of the factories of the South, where child labor is 
employed. Write the autobiography of the shirt, trying 
to portray the evils of unregulated child labor. 

3 Girls: The American Red Cross Text Book, pages 90-96. 

Study the care and washing of soiled clothes. Tabulate 
the most important facts, mount, decorate and take home 
and hang in the laundry. 

4 Boys: Interview the laundry man on your block and ask 

him whether there are any board of health regulations 
which affect his business. Ask him to let you copy these 
regulations. 

5 Boys and girls: Write to the Bureau of Chemistry, 

Washington, D. C., and ask for a copy of the federal 
pure food law of 1906, or look it up in the nearest 
library. With this as a model try to formulate a pure 
textiles act to protect the purchaser of cloth in a manner 
similar to that in which the purchaser of food is protected. 


4 Shelter 


A Importance 

T Of the home to the family 


43 


2 Of good homes to the community 

Correlate with manual training, page 223, Elementary Syllabus, 
and household science, page 232, XXVIII-XXX 

B Problems of the community and attempts to solve these 
problems 

1 How to construct a safe and healthful home 

a Urban 

(1) Durable buildings 

(2) Careful construction 

(3) Fire precautions 

(4) Ventilation 

(5) Good plumbing 

(6) Light 

(7) Privacy 

(State legislation and local ordinances; local 
enforcement by tenement and building 
departments) 

b Rural 

(1) Drainage 

(2) Heating plant 

(3) Inside toilet and bath 

(4) Water supply 

(5) Artificial light 

(6) Kitchen and laundry 

(7) Labor-saving devices 
Farmers’ journals 
Farmers’ institutes 

United States Department of Agriculture 
c Urban and rural 

(i) The needed capital 

Building and loan associations 

2 How to keep the home safe and healthy 

a Legislation 

(1) Sanitary code 

(2) State housing law 
b Inspection 

(1) Local board of health 

(2) Tenement house department 

c Education of both landlords and tenants 
(I) Local board of health 


44 


(2) Tenement house department 

(3) Public schools 

3 How to prevent careless neighbors from becoming a 
menace to the community 
Local legislation, inspection and law enforcement 
.Board of health 

C Individual responsibility and opportunity for service 

1 Tenant and landlord: mutual responsibilities 

2 The importance of keeping one’s premises clean. Rubbish 

burned or buried; special attention to possible breeding 
places for flies and mosquitoes 

3 Rural: careful drainage; safe disposal of sewage 
D Suggested activities for junior citizens 

1 See “ Prevention of Disease and Care of the Sick,’^ 1918, 

U. S. ‘Public Health Service, Washington, D. C., pages 
17-30. List five things a citizen should avoid in building 
a house 

2 Same reference, make a list of ten points to be considered 

in deciding whether a house is a desirable or undesirable 
one for tenancy 

3 Get a copy of the blank your local board of health or 

tenement house inspector uses when he inspects your 
premises. Fill it in for your own premises 

4 Write a description of “ an ideal home,” using not more 

than one hundred words 

5 How can junior citizens help to make their homes ideal? 

List as many ways as possible. Make a self survey for 
your own eyes alone, by checking each of the activities 
you have named in your list which you, yourself, are 
trying to engage in 

6 Send to the National Housing Association, New Yo-rk 

City for publications 

5 Health 

Public health is purchasable. Within natural limitations a 
community can determine its own death rate ” 

A Importance of health 
I To the individual 
a Well-being 
b Industrial efficiency 
c Social usefulness 


45 


2 To the community 

“ No man lives to himself in modern society’* 

B Problems of the community and attempts to solve these 
problems 

I How to secure the factors of health 
a Pure air 

(i) Suppression of nuisances 

(a) Gas 

(b) Smoke 

(c) Unsanitary conditions of yards or out¬ 

buildings 

Local board of health as an agency 

b Pure water 
Cf. Water 
c Pure food 
Cf. Food 

d Good housing conditions 
Cf. Shelter 
e Clean streets 

Cf. Transportation 
f Disposal of waste 

(1) Sewers 

(2) Collection of garbage, ashes, rubbish 

(3) Destruction or utilization of waste 

Department of public works 
Street cleaning department 
g Care of the sick 

(1) Visiting nurses 

(2) Dispensaries, clinics, public health station 

Board of health 
Hospital board 
h Recreation 

(1) Parks, playgrounds 

(2) Recreation centers 

(3) Public baths 

Park department 
Board of education 
i Special care of children 

(1) School nurses and doctors 

(2) Milk stations, public health stations 

(3) Private child welfare agencies of many kinds 


46 


(4) “ Save the Babies ” campaign 
Board of education 
Board of health 
Mothers clubs 
Parent-teachers associations 
National Child Welfare Committee 
United States Children’s Bureau 
American Child Hygiene Association Balti¬ 
more, Md. 

i Industrial hygiene and sanitation 

(1) Legislation 

(2) Enforcement of the state labor law 

State Legislature 
State Department of Labor 
k Quarantine 

Local board of health 
State Board of Health 
/ Extermination of insects 

(1) Destruction of flies and mosquitoes, etc. 

Community fly campaigns 
Merchants associations 
Women’s clubs 

(2) Attention given to those places where the 

insects breed: stagnant pools, water tanks, 
etc. 

State Board of Health (advice and informa¬ 
tion) 

United States Public Health Service 
(pamphlets) 

m Education in all health matters 

(1) Hygiene 

Schools 

Board of health publications 

(2) Physical training 

Special state legislation 
Schools 

n Rural: Earm sanitation 

(i) Advice and information 

Village or town health officers 

State Board of Health 

United States Public Health Service 


47 


C Individual responsibility and opportunities for service 

1 Careful observance of all health regulations 

2 Reporting conditions that need to be remedied 

3 Helping to create an intelligent public opinion in health 

matters 

D Suggested activities for junior citizens 

1 “ Pure air, pure water, pure food, sunshine, shelter: Reach 

for these five necessities with clean hand and clear head, 
O Man, and if need be clinch your fist and fight for 
them.” Have children draw a hand for their notebooks, 
with one of these necessities at the tip of each finger, 
the whole labeled: “ The right hand of health.” 

2 “An ounce of prevention is worth a pound of cure.” 

Write a story about a citizen who learned through bitter 
experience the truth of this proverb when applied to the 
care of (a) his personal health {h) the health of the 
community. 

3 “ The fly is the tie that binds the unhealthy to the healthy.” 

Write the story of a typhoid fly. {See “ For You,” 
published by the Tenement House Dep’t of New York 
City, page I2. Try to find pictures that you can use for 
illustrations. If you have a kodak, try to take snap shots 
for this purpose.) 

4 Find out the death rate for your city for the last ten years, 

or for each fifth year for a longer period of time, and 
draw a curve graph to illustrate. Can you find any facts 
to explain the increase or decrease in this rate ? 

5 “ Farm Sanitation,” a pamphlet published by the New York 

State Department of Health, gives a description of a 
simple and effective fly trap. The boys who have shop 
work can make such traps and place them where they 
are needed. The girls can make a fly alphabet; for 
example, 

“A — A swarm of flies around the premises is 
dangerous. 

B — Be active in the destruction of the fly. 

C — Constant efforts destroys the fly. 

Z — Zeal used in swatting the fly will greatly assist 
in its destruction.” (Fly alphabet by civics 
committee, Arkansas Federation of Women's 
Clubs) 

Set both boys and girls to work making up slogans which 
are brief and snappy for use in an antifly campaign. 


48 


Let them investigate conditions in their neighborhoods 
and make news stories of what they see. They can 
interview doctors, health officers, nurses and social 
workers and report to the class what they learn. 
Emphasize the point that this trainiing they are 
receiving is one of the methods of the community to 
help improve the community’s health, and that if they 
can improve conditions, they are rendering service for 
benefits received, and helping to make the locality a 
more healthful and safer place for all. 

6 Send to the State Department of Health, Albany, N. Y., 

and to the United States Public Health Service, Wash¬ 
ington, D. C., for pamphlets on rural health problems; 
for example. Health Almanac for 1919, “ What the 
U. S. P. H. S. is doing,page 40, publications pages 
41-43* 

7 Make a public health poster 

8 Organize bands of modern health crusaders 

(See Allen, “Civics and Health,” Ginn & Co., for further sug¬ 
gestions as to activities.) 

6 Protection of Life and Property 

A The need of protection 

1 Accident 

2 Fire 

3 Crime 

4 Attacks on public safety 

5 Floods, storms 

6 Industrial accidents 

B Problems of the community and attempts to solve them 

1 Traffic dangers 

a Traffic regulations 
Traffic police 
b Street lights 

Department of public works 
c “ Safety First ’’ 

Public schools 

2 Travel on land and sea 

a Removal of grade crossings 
Railroads 

Town betterment associations 
Automobile association 
Public Service Commission 
b Removal of dangerous grades on country roads 
Town superintendent of highways 
County board of supervisors 


49 


c Adequate safety devices 

Public Service Commission 
d Coast survey 

United States Department of Commerce 
e Lighthouse, buoys 

United States Department of Commerce 
f Life saving stations 

United States Coast Guard 
g Steamboat inspection 

United States Department of Commerce 

3 Fire 

a Fire extinguishing 

Local fire department 
b Fire prevention 

Local fire department 

National Board of Fire Underwriters 

Public schools 

4 Crime 

a Criminal law 

State Legislature 
b Enforcement of the state law 

City police, village police, town constables 

State troopers 

Courts 

5 Foreign invasion or internal disorder 

a Protection or prevention 
State militia 
United States Army 
United States Navy 
Treaties 

A league of nations 

6 Floods, windstorms etc. 

a Forest preservation 

State Conservation Commission 
United States Department of Agriculture 
b Storm warnings 

United States Department of Agriculture (weather 
bureau) 

7 Industrial accidents 

a Safety devices 

American Museum of Safety 
National Safety Council 


50 


h Factory Inspection 

State Department of Labor 

c Holding employer to strict accountability for accidents 
State Department of Labor (workmen’s compen¬ 
sation law) 

C Individual responsibility and opportunity for service 

1 “ Safety First.” “ Stop, Look, Listen ” 

2 Careful inspection of premises for fire hazards and care in 

avoiding dangerous practices 

3 Obligation to give service when needed to help arrest any¬ 

one who is disturbing the peace, to help preserve public 
order 

4 To defend our flag, even with the “ last full measure of 

devotion ” 

D Suggested activities for junior citizens 

1 Investigate the local police or constabulary and find out 

a What they do 
b How they do it 

c Any other facts you think you and your classmates 
should know about the police. Be sure to include 
ways in which citizens can cooperate with them. Get 
your information by interviewing the policemen or 
constable in your neighborhood or town, by asking 
questions and by keeping your eyes open. 

2 Investigate the local fire department and find out (a), 

(b), and (c) of (i). Ask the members of your fire 
department how fires start, what to do in case of fire, 
and what they think a class of young people ought to 
know about their fire department. Search for stories 
of fires that happened in the homes or stores of your 
friends and write these up, trying to make your stories 
of use as well as entertaining by emphasizing those 
things we all need to know. 

3 Are there any dangers to life or property in your town 

that need special attention? If you live in a large city, 
investigate what is being done to reduce street accidents. 
What else might be done? If you live in a smaller city, 
are there any dangers on grade crossings or hills nearby? 
You may be able to get one of your town clubs inter¬ 
ested and even induce the members to see that this menace 
to community safety is removed. Do the people of your 


51 


town keep fire prevention day? Can you not persuade 
some one to interest them in doing so? What other 
service can you find to render that will help you to make 
your town a safer place in which to live? 

4 Search for stories of daring and special deeds of bravery 
performed by policemen, firemen, state troopers, soldiers, 
sailors, life-saving guards, forest rangers, etc. The fol¬ 
lowing books will help you if you live near a library: 

Laselle. Short Stories of the New America. Henry Holt 
National Board for Historical Service. War Readings, Scribner 
Greenlaw. Builders of Democracy. Scott Foresman 
Otis. The Life Savers. Dutton 
Otis. The Light Keepers. Dutton 

Baldwin. Fifty Famous Stories Retold. American Book Co. 
Have a Heroes’ Day in school. Plan the program in 
committee. 

Do not forget to use, somewhere in your program: 

“ Great occasions do not make heroes or cowards. They simply 
unveil them to the eyes of men. Silently and imperceptibly, as we 
wake or sleep, we grow and wax strong, we grow and we walk, and 
at last some crisis shows us what we have become.” 

7 Education 

A Importance of an education 

1 Personal value: Increases one’s capacity for enjoyment 

and enriches the whole of life 

2 Commercial value: What an education is worth in dol¬ 

lars and cents; comparisons of earnings of trained and 
untrained workers 

3 Social value: Increases one’s value to the community and 

multiplies one’s opportunities to serve 

4 Civic value: An intelligent citizenry essential in a 

democracy 

B Problems of the community and attempts to solve these 
problems 

I How to provide a good system of education for our boys 
and girls 

a The school buildings 

(1) Construction (what constitutes a well-built 

school?) 

(2) Maintenance (cost of operation) 

(3) How this cost is met (the school tax and 

school funds) 


52 


(4) Complete use of the school plant (days, 
evenings, seven days in the week) 

Urban: board of education 
Rural: school district meeting 

h Teachers 

(1) Qualifications 

(2) Salaries 

(3) How chosen 

(4) Opportunities for service 

Urban: board of education 
Rural: school trustees 

Urban and rural: State Commissioner of 
Education 

c Pupils 

(1) Compulsory attendance 

(2) Student self-government 

State Legislature 

Local attendance officers 

Courts 

School officials 

d The New York State school system 

(1) The Legislature shall provide a system of free 
common schools wherein all the children of 
the State may be educated.” New York 
State constitution, article p 

(2) State Board of Regents 

(o) The University of the State of New 
York 

(b) The State Department of Education 

(3) Commissioner of Education and President of 

the University 

(4) Local school officers 

e United States Commissioner of Education 
/ Educational influences outside the school system 

(1) Museums, libraries, art galleries 

(2) Public lectures 

(3) Organizations such as Y. M. C. A., Y. W. 

C. A., Boy Scouts, Girl Scouts, Camp Fire 
Girls, junior boards of trade, junior police 

Note that these are often endowed by private funds 
and sometimes partly supported by public money. 
They frequently receive governmental encouragement 
and publicity. 


53 


2 How to provide an equality of opportunity for all 

a Common school, elementary, high, diversified course 
h Continuation classes 
c Evening schools 
d Americanization work 
e Scholarships 

Board of education 
State Department of Education 
United States Bureau of Education (advice and 
information) 

United States Bureau of Naturalization (advice and 
information) 

Many private agencies, such as churches, settle¬ 
ments etc. 

3 Higher education: the training of leaders 

a Colleges and universities 

Make a list of colleges of the State 
b Professional, technical, agricultural schools and 
colleges 

State College of Agriculture at Cornell University 
State College of Forestry at Syracuse University 
State schools of agriculture (see Legislative Manual 
or Handbook 24 of the State Education Depart¬ 
ment) 

State normal schools, etc. 
c United States Military and Naval academies 
C Individual responsibility and opportunities for service 

1 To make the most of one^s education by: 

a Attending school regularly and being punctual every 
day 

b Studying one’s lessons faithfully: doing every task 
well 

c Entering into the life of the school and taking one’s 
part in the various school activities 

2 To help others to make the most of their education 

a Making it easier instead of harder for others to pay 
attention in class and do what is right and fair 
b By being kind and helpful at all times so as to make 
the school a happier place for all concerned 
D Suggested activities for junior citizens 

I What are the moonlight schools of Kentucky ? Do we need 
such schools in New York State? Can not you inter¬ 
est your grown-up friends in them? 


54 


2 Americanization. Are there any boys and girls in your 

school who are “ citizens by choice ” or by their father’s 
choice? You were born in America. They came here 
because they wanted to, because they deliberately chose 
to do so. Can you help them to learn the language and 
get acquainted with their new homeland? Can you help 
to make America pleasant for them so they will like 
their new home? Do you include them in your games 
and invite them to your school parties? Be “mission¬ 
aries of Americanism ” and teach them what it means. 

3 The wider use of the school plant. What does it cost your 

town or city to give you one year’s education in your 
school? How many hours in the day is your school- 
house used for the boys and girls? Would it cost much 
more to keep it open evenings? Try to find out how 
much more. What could the building be used for that 
would make this extra expense worth while to the com¬ 
munity? Make this a matter of discussion in your 
home, Sunday school class, Y. M. C. A., club circle or 
friends and get suggestions from every source possible. 
Try to find out what is being done elsewhere to make 
the schoolhouse of greater value to the life of the 
locality. Can you find any books or magazine articles 
on the subject? 

4 When, is a man educated? Write out a careful answer to 

this question, using not more than one hundred words. 
Now ask your friends and your father and mother and 
their friends what they think about it. Rewrite your 
answer, and hand in both papers to your teacher. Name 
a man in your community whose education you would 
like to have. How did he get it? How can you get an 
education just as good as his? 

5 Ask the Children’s Bureau of the United States Department 

of Labor, Washington, D. C., to send you any publica¬ 
tions it may have on the subject of children going to 
work before they have finished school. With this 
material to help suggest ideas, write a letter to a boy 
you know urging him to stay in school. Make your 
letter as persuasive as you can. 


55 


8 Recreation 

A Importance 

1 Health of mind and body 

2 Development of the higher life 

3 Satisfaction of the higher life 

Correlate with physiology (page 202) and with art and nature 
study, Elementary Syllabus. 

B Problems of the community and attempts to solve these problems 

1 To provide sufficient leisure for recreation 

a For the pupil 

(1) Recreation periods 

(2) Holidays 

School officials 
State Legislature 
Executive proclamation 
& For adults 

(1) Urban 

{a) Fixing the length of the working day 
State Legislature 
{b) Holidays 

Cf. above 

(2) Rural 

(a) Improving conditions on the farm 
Cf. “ Work 

2 To provide the means of recreation 

a Sufficient facilities for local community 

(1) Public 

(a) Playgrounds, athletic fields, recreation 

centers, public baths 

(b) Museums, concerts, art galleries, parks 

Board of education 
Park department 
Semipublic boards of trustees 

(2) Private 

(a) Theaters, moving pictures 

(b) Dance halls 

Bureau of licenses (control, not 
administration) 

Police department 
b Playgrounds for State and Nation 

(I) Interstate park and state reservations 
State Park Commissioners 


56 


(2) Yellowstone National Park, Yosemite etc. 
United States Department of the Interior 
c Distribution of facilities 

Geographical distribution so as to be readily 
accessible to those citizens who most need them 
3 To educate citizens so that they may enjoy their leisure 
a Development of a capacity for enjoyment in all citizens 

(1) Education, training in art appreciation in the 

schools 

(2) Providing the means of enjoyment; for 

example, concerts, museums etc. 
b Development of leaders and organizers of community 
activities 

Colleges and professional schools 
C Individual responsibilities and opportunities for service 

1 Wise use of leisure; its dangers 

2 Appreciation and care of the means of recreation 

3 Trying to keep one’s joy in life 

4 Passing on good times to others 

D Suggested activities for junior citizens 

1 Urban: What were the games of ancient Greece and the 

circus of old Rome ? Find out all that you can about the 
recreation of citizens of these two great nations of the 
past. Can you think of any features of the Olympic 
games or of the circus which were desirable and which 
we might well imitate? Any which we would do well 
to avoid? Was too much leisure a cause for Rome’s 
decline ? 

2 Rural: In 1916 Bennington, Vt., maintained a summer 

playground providing for tennis, baseball, volley ball 
and other games, gave public concerts, had a community 
Christmas tree, a pageant of patriots on Washington’s 
birthday, a story-telling hour, a baby contest, athletic 
meets and folk-dancing festivals. How many of these 
activities were in operation in your village last year ? Any 
activities in your town that Bennington overlooked? 
Write a letter to the editor of your county newspaper 
setting forth these facts. 

3 Urban: Consult a police officer, a social worker, Sunday 

school teacher, a clergyman, as to the value of a com¬ 
munity playground in helping to keep boys and girls out 


57 


of mischief. Is there any neighborhood in your city 
where a playground is especially needed? If the boys 
and girls of some neighborhood need a playground, can 
you not help them get it? 

4 Rural: In Joliet, Ill., there are eighty-three acres of play 

space, which makes an apportionment of 600 square feet 
to each child. How does the play space of your village 
compare with this? Draw a chart to show these facts 
and post on the school bulletin board. 

5 Rural: Are there any community improvements that could 

be made in your town by means of a “bee” or frolic? 
(Cf. Flint, Mich., transforming a dumping ground into 
a municipal theater and athletic field.) Perhaps your 
class can get the local board of trade interested, and get 
these improvements made. 

9 Transportation and Communication 

A Importance 

1 Economic: Connecting the producer with the consumer 

2 Social: Furthering intercourse and exchange of ideas 

3 Political: Making possible the union of local units of 

government into larger units 

Correlate with geography; see page 242, section 4, Elementary 
Syllabus. 

B Problems of the community and attempts to solve these problems 
I How to provide adequate facilities 
a Streets and bridges 

(1) Planning, surveying, and construction 

Common council 
Department of public works 

(2) Repairing opening for laying of mains, sewers 

etc. 

Department of public works 

(3) Cleaning, removal of snow and ice 

Street cleaning department 
b Good roads 

Town superintendenf of highways 
County superintendent of highways 
State Commissioner of Highways 
c Canals and rivers 

State Canal Board 
War Department 


58 


d Common carriers 

(1) Motor buses, truck lines 

(2) Interurban trolleys 

(3) State and interstate railroads 

(4) Steamboat lines 

Franchise, common council 
Right of eminent domain, courts 
e Means of communication 

(1) The mails 

(2) Telephone 

(3) Telegraph 

(4) Wireless 

(5) Airplanes 

United States Post Office Department 
Private companies 

2 Securing safety of life and property 
Public Service Commission 
Interstate Commerce Commission 
Cf. Protection 

C Individual responsibility and opportunities for service 

1 Give attention to litter, fruit skins, garbage, handbills, 

circulars, sidewalks, fires on the street, obstruction of 
streets and sidewalks, separation of household waste 
(rubbish, ashes, garbage) 

2 Report conditions that should receive attention 

3 Take good care of public property; for example, ash cans, 

street lights, traffic signs 

4 Rural: Plelp take care of the roads by actively working 

on them with the road drag, and by promptly reporting 
conditions that need attention 

5 Help to create an intelligent public opinion concerning good 

roads 

6 Make use of the government agencies that will give advice 

and aid 

D Suggested activities for junior citizens 

I Library work: Young, “ The New American Government,” 
page 3; Mr Scott of Pennsylvania Railroad to Mr 
Lincoln: “Mr President, if the railroads had run north 
and south there would have been no war.” Explain. 
Try to find in your history another example of the 
influence of transportation facilities on the course of 
events 


59 


2 Debate: Resolved, That the government should own the 

railroads. Distinguish clearly between government 
ownership and government control in your debate 

3 Talk to the traffic policeman, the overseer of the roads, local 

railroad man, conductor of the trolley car, automobile 
driver, anyone connected with transportation, and ask 
him what are the principal difficulties he meets in his 
work and’ what the citizen can do to help 

4 Visit the railroad station, the steamboat dock, the nearby 

highway, canal, bridge, and watch for evidences of 
government supervision and control. List them. Try 
to discover from books or by questioning your friends 
other ways than those you saw in which the government 
comes into contact with these agencies. List these 
separately. Make a copy of any regulations you find 
posted in the railroad station signed by the Interstate 
Commerce Commission or by any other government 
agency, or, if long, make a summary of the regulations. 
Post on your class bulletin board. 

5 Rural: Interview your superintendent of highways or any 

other citizen in the community and ask him to name a 
road in your neighborhood which he considers good. 


Survey the road and mark it on these points 
a Ditch either side of the roadbed 

(i) Depth, at least i ft. Yes.... 

No.... 

(2) Width, at least 2^ ft. 

Yes. .. . 

No.... 

(3) Clear, no underbrush or 
rocks 

Yes.... 

No.... 

(4) Drainage into natural 
waterways 

Yes. .. . 

No.... 

b Roadbed 

(i) Width, at least 12 ft. 

Yes.... 

No.... 

(2) Surface, curved 

Yes. .. . 

No.... 

(3) Hard covering, such as 
macadam, gravel, con¬ 
crete, asphaltum 

Yes.... 

No.... 

(4) Absence of mudholes or 
boggy places 

Yes.... 

No.... 

(5) Freedom from ruts 

Yes. .. . 

No.... 

c Subdrainage, i. e., underground 
layer of broken stone or 
porous tile Good.... 

Some. . 

. . None 



60 


d Grade 


(I) Slight 

Yes. 

... No.... 

(2) Moderate 

Yes. 

... No.... 

(3) Steep 

Yes. 

... No.... 

e Used 

(i) Frequently 

Yes. 

... No.... 

(2) Very little 

Yes. 

... No.... 

f Repaired 

As soon as need arises 

Yes. 

,... No.... 

6 Rural: Similarly, survey a road 

in your 

neighborhood 


which is considered poor. Call your survey to the 
attention of some members of the local chamber of 
commerce, men’s club, women’s civic organization, or 
discuss with any public-spirited citizen. You may be 
able to interest someone in the road, and even to improve 
its condition. 

7 “ The test of a nation’s civilization is that nation’s roads.” 
Test your town or county by making a survey of the 
roads. City children can survey blocks in their neighbor¬ 
hoods. Show by means of pin-heads on map of county, 
block or neighborhood: (a) spots needing immediate 
repair; (h) spots needing attention in the near future. 
Try to get kodak pictures of any of these places and 
call your data to the attention of some citizen interested 
in town betterment. If you can find no places needing 
repair, write a letter to the commissioner of roads or 
streets, telling him so, and thanking him for the service 
he is rendering the community. 

10 City and Village Planning and Beauty 

A Importance: A plan needed for the sake of 

1 Health 

a Housing 
h Playgrounds 
c Parks (recreation) 

2 Convenience 

a Streets 

h Bus and car lines 
c Railroad terminals or depots 

3 Beauty 

a Boulevards 

b Parks (landscape features) 
c Civic centers 


61 


B My home town, village, city 

1 The past: History of the settlement and development of 

the locality. (Correlate with history) 

2 The present: The village or city plan as it is today. (Corre¬ 

late with home geography) 

The rural community as it is today 

3 The future: Suggested improvements. Town, village and 

city betterment. 

Better conditions in rural communities. 

C Problems of the community and attempts to solve these 
problems 

1 Regulations of the height and use of buildings 

City zoning (for New York City, board of estimate) 

2 City breathing spaces 

Park department 

3 Adequate transit facilities 

Transportation and communication 

4 Protection of the natural beauty of the locality 

Town betterment organizations 

5 Removal of objectionable billboards and other community 

eyesores 

Town betterment organizations 
Local ordinances 

6 Encouraging community art by providing statues, buildings, 

a civic center 
Various local agencies 

Note. Public opinion is being educated to the point where a village or 
city plan includes alleys as well as avenues, the settlement in the hollow as 
well as that in the heart of the communit}'. Village or city planning is 
coming to mean providing for the industty, trade and traffic of the com¬ 
munity, the location of its parks and public buildings, and for all that will 
increase the standard of living of its citizens. 

D Individual responsibility and opportunities for service 

1 Village or city planning 

a Strict conformity with the existing law 
b Attempts to help form an intelligent public opinion on 
the subject so as to help improve as well as enforce 
the existing law 

2 Village or city beauty 

a Avoid defacing buildings, marking up sidewalks and 
fences 

b Do not scatter papers and refuse in streets and lots 
c Do not trample grass and flower beds, destroy shrubs 
and trees, pick wild flowers carelessly 


62 


d Enjoy the beauty that is around you and call it to the 
attention of others 

e Experiments tried at Bridgeport, Forest Hills, Port 
Sunshine 

E Suggested activities for junior citizens 

1 Is your school a “ benediction of beauty ” upon the com¬ 

munity? Make a careful study of how the school grounds 
can be improved. Organize a clean-up campaign. Chalk 
marks, papers, rubbish, must go! Try to make good 
slogans, posters etc., and post where they will do most 
good. 

Pick up papers 
Plant 

Take time in collecting your publicity material, keep it 
from view until you are ready to use it and then — 
A whirlwind campaign 
Follow up with reminders six weeks later: 

“ How nice we looked six weeks ago. 

How do we look today?*' 

“ Why not make every week a clean-up week ? ” etc. 

2 Notice the following in your city: street lamps, signs, mail 

boxes, signals for trolley stops, cans for papers. Try 
to find a picture of each of these civic possessions in some 
other city. Old copies of the “American City ” may give 
you what you want. Perhaps you can take kodak pictures 
of these objects in your city and exchange with some¬ 
one who lives in another city. How can the appearance 
of these things be improved? If you can collect several 
pictures of each object, make a chart of them and invite 
one of the civic organizations of your city to come to 
see it. 

3 Print the following verse very neatly, decorate, and get 

permission to post on the bulletin board of the library, 
the nearby post office building, or in the corridor of the 
school: 

“ Why don’t they keep the streets a little cleaner ? ” 
You ask with some annoyance not undue. 

“ Why don’t they keep the parks a little greener ? ” 
Did you ever stop to think that 

They mean You? [From Lf/^] 


63 


II Care of the Unfortunates 

A Who are included in this term 

1 Sick 

2 Cripples and the blind, the deaf and dumb 

3 Idiots, insane 

4 Children without proper guardianship 

5 The aged poor 

6 Criminals 

B Importance of caring for these unfortunates 

1 To provide for those who can not take care of themselves 

2 To help fit them for as much self-care as possible 

3 To protect society 

C Problems of the community and attempts to solve these problems 

1 Care of the defectives 

a The sick 

School nurses 
District nurses 
Clinics 
Hospitals 

City and county hospital boards 
Local board of health 
b Cripples, blind etc. 

Local, county and state institutions, both private and 
public, all subject to state supervision and 
inspection 

Special classes in schools 
Local board of charities 
State Board of Charities 

Private agencies; for example, “ The Light House 
for the Blind,” New York City 
c Idiots, insane 

Asylums, private and public, local and state 
State Hospital Commission 

2 Care of the dependents 

a Children who lack proper guardianship 
Orphan asylums 

Local and State Board of Charities 
Mothers’ pensions 
Child welfare board 

Society for the Prevention of Cruelty to Children 
Scholarships for children 


64 


National Child Labor Committee 
Churches 

Private organizations of many kinds 
h The aged poor 

Homes for the aged 
County poor house 
Municipal lodging houses 

“ Outdoor relief,” that is, helping the poor in their 
own homes 

County superintendent of the poor 
City and county boards of charities 
Many private agencies, such as the Association for 
Improving the Condition of the Poor, New York 
City. (“Old Men’s Toy Shop”) 

3 Care of the delinquents 
a Restraint 

Department of correction 
State Superintendent of Prisons 
Local and state prisons 
h Reform 

(1) Work 

(2) Parole 

(3) The indeterminate sentence 

(4) Education 

The courts 

The mutual welfare league 
c Prevention of crime 

All social and civic agencies that help to better con¬ 
ditions in the community are directly or indirectly 
at work on this problem 

D Individual responsibility and opportunities for service 

T To give intelligent help, and not the help that does more 
harm than good. 

“ Social service does not consist in the giving away of the 
things you don’t want. It consists in helping people to 
know their rights and to get them; to know their obli¬ 
gations and to discharge them.” Clara E. Laughlin 

2 To be very kind to all children less fortunate than one’s 

self. “No Home, no matter how well it is managed, 
can take the place of a good home ” 

3 To buy from the crippled or blind newsboy in preference 

to the one who is better able to take care of himself 


65 


E Suggested activities for junior citizens 

1 Help raise money for fresh-air work, the school relief fund, 

a scholarship fund 

2 Plan an entertainment for some children’s hospital or old 

ladies’ home 

3 Bring food at Thanksgiving time, and bring food and other 

gifts at Christmas time, and send to someone who needs 
some friendly help 

4 Make a list of things that junior citizens can do to help 

others less fortunate than themselves. Keep a copy of 
this list in your possession and read it over once a week. 
Check each activity on the list whenever you perform it 

5 Look up the working of outdoor relief in English history 

GRADE 8 

12 Wealth 

A Definitions of wealth, capital, property 
B Importance of wealth 

1 To supply the immediate needs of the worker for food, 

clothing, shelter etc. 

2 To supply the needs of the community’s dependents 

3 To produce a surplus for individual and community and 

raise the standard of living 
C Sources of wealth 

1 Natural resources 

2 Raw materials 

3 Workers 

4 Manufacturing plants 

5 Stores and markets 

6 Warehouses, storage plants, etc. 

7 Transportation 

8 Communication 

D Problems connected with the production and use of wealth; 
agencies for solving them 

I Natural resources {see Van Hise, “ Conservation of 
Natural Resources ”) 

a Land. Reclamation of waste land, irrigation, drainage; 
services of Roosevelt; meeting of governors, 1908. 
United States Department of Interior, Reclamation 
Service 


66 


b Minerals 

United States Bureau of Mines 
c Forests 

United States Conservation Commission, Bureau of 
Forestry. Services of Gifford Pinchot. (See 
Pinchot, “ Primer of Forestry 
d Wild life. Wild bird preserves. Protection of migra¬ 
tory birds 

Loss from the destruction of buffalo and seal 
United States Fisheries Commission 
e Human life 

See topics on Work and Health 
2 Raw materials. Saving and use of by-products; for 
example, in packing houses and coal tar products 
3--8 See topics under Work, Protection, Transportation and 
Communication 

E Personal responsibility and opportunities for cooperation 

1 Conservation of property, both individual and public. Care 

of school textbooks, supplies, furniture, school yard 
Waste of wealth a crime against society 

2 Obligation of each individual to produce more than he 

consumes and as much as he can 

3 Obligation to help create an intelligent public sentiment on 

this subject 

4 Care and use of money 

Banks, investments, safe and otherwise; building and loan 
associations: United States bonds, postal savings banks 

5 Guarding the expenditures of school district, city, town, 

county. State and Nation 
Bonded indebtedness of these government units 
What limitations on the issue of bonds? 

F Suggested activities for junior citizens 

1 Are there any pieces of land in your vicinity not now in 

use which might be used to produce food? Make a list 
of these and bring it to your teacher. Can you think of 
any way to get this land under cultivation? 

2 Do you produce any part of the food that you consume? 

If you did, would it not increase the wealth of your 
family? Suppose every boy and girl in America did 
the same. Find out about the work of the United States 
School Garden Army 


67 


3 Are there any building and loan associations in your 

vicinity? Find out how they are conducted and make a 
list of the ways in which they benefit a community 

4 What is the bonded indebtedness of your school district, 

city, county. State, Nation? For what was this money 
spent in each case? Who authorized the spending of 
this money? Was it wise? 


13 Work 


A Importance 

1 To the individual 

a Economic: supplies his needs 
b Ethical: develops character 

2 To the community 

a Supplies the community’s needs 


Correlate with commercial and industrial geography, page 
236, Elementary Syllabus. 


B Why community action is necessary 

1 Condition of one worker affects the welfare of the group 

2 Only the organized community has the power to compel 

individuals to observe proper industrial methods, either 
as employer or as employee 

3 Community action does not relieve the worker from indi¬ 

vidual responsibility. Danger of making the workman a 
** leaner,” and thus destroying the American ideal of 
self-reliance Error of working as little as you can 
Cf. the pioneer 

C Industrial problems of the community and attempt to solve 
them 


Urban 

I City industries 

Guilds, labor unions, American Federation of Labor 
a Length of the working day 

State labor law. State Industrial Commission 
h Wage 

United States Department of Labor, Bureau of 
Labor Statistics 

c Opportunity for advancement 
United States census 

d Undesirable occupations; for example, night work, 
seasonal etc. 


See “ The Labor Law and Industrial Code/’ published by 
the State Industrial Commission. 

3 


68 


e Dangers 

(1) Occupational diseases 

(2) Fire hazards 

(3) Preventable accidents 

Workmen’s compensation law 

2 Efficiency 

a The worker 

Fallacy of the make work ” theory 
Show it by applying it to a farm 
h Scientific management of plant, workers, output 

3 Special classes of workers 

a Women in industry 

State labor law. Mothers’ pensions 
b Child Labor 

Child labor law. Child welfare board. Child has a 
right to health, education, and to the joy of 
childhood 
c Immigrant labor 
d Convict labor 

4 The work shop 

a Sanitary safeguards, clean, well lighted, well ventilated 
b Fire prevention and protection 
Building code; fire laws 
c Safety appliances 

First-aid outfits, pulmotors 

5 Unemployment 

a Employment bureaus. United States Employment 
Service 
b Prevention 
c Relief 

Old-age insurance, public works to meet an 
emergency of unemployment 

6 Relations of employer and of employee 

Boards of trade, chambers of commerce, merchants’ 
associations. National Manufacturers’ Association, 
strikes, closed shop, sabotage, boycotts, lockouts, black 
list, welfare work, unemployment insurance, profit 
sharing, industrial democracy, arbitration in disputes, 
shop schools, shop committees 


69 


Rural 

1 Work on the farm 

“ Back to the farm movement. Roosevelt’s 
Country Life Commission. Report published by 
Sturgis & Walton 
a Advantages 

(1) Healthy 

(2) Opportunity for economic independence 

(3) Satisfaction which comes from work that the 

world needs 
b Disadvantages 

(1) Seasonal 

(2) Arduous 

(3) Long hours 

(4) Lonely 

2 Scientific farming 

State schools of agriculture, State College of Agriculture, 
experiment stations. Department of Farms and 
Markets, United States Department of Agriculture 
(Bureaus of Plant Industry, Entomology, Weather, 
Soils etc.) 
a Soil 

(1) Fertilizers 

(2) Rotation of crops 

(3) Irrigation 

(4) Drainage 
b Crops 

(1) Improved strains of seeds 

(2) New varieties 

(3) Protection from pests and unfavorable weather 
c Methods 

(1) Machinery 

(2) Business management 

Rural credits. Federal Farm Loan boards 
Farm journals 

(3) Cost accounting 

3 The workers, both farmhands and domestic help 

a Better quarters 
b Shorter hours 
c Family and neighborhood life 
d Recreation 


70 


4 Conditions on the farm 

a Household conveniences 
b Labor-saving devices 
c Improved machinery 

d Connection with outside world. Telephones, rural free 
delivery, trolleys, the automobile, good roads 
e The country school and the rural teacher 
/ The grange and farm bureau 

5 Labor supply 

a Scarcity 
b Poor quality 
c Floating supply 

6 Farm marketing: the farmer and the 

a Middleman 
b Railroads 

“ The country feeds and clothes the world ” 

“ The world needs what the farm can give.*’ 

D Individual responsibility and opportunity for cooperation 

Urban 

1 To be informed concerning the labor law, and to obey it: 

to insist upon others gbeying it, too 

2 To try to better conditions 

3 To engage in some form of productive work 

4 To produce a surplus, the most that one can 

Rural 

1 To be informed concerning what the government is doing 

for the farmer and to take advantage of its service 

2 To increase production in our foodstuffs 

3 To improve methods of production 

4 To improve methods of buying and selling 

5 To try to improve rural life 

E Suggested activities for junior citizens 

1 Debate the question, ''Resolved, That no child under i6 

should be employed in any factory ’* 

2 For what is convict labor used? Should the products of 

such labor be sold so as to compete with free labor? 

3 There were eleven thousand strikes during 1916, 1917 and 

1918. On whom did this loss fall? 

4 Debate the relative advantages of city and country life 


71 


14 Vocation 


A Importance 

1 To the individual 

Choosing one’s vocation the most important choice in life 
upon which his future usefulness and happiness 
depends 

2 To the community 

Intelligent choice of a vocation and preparation for it 
by the young will largely 
a Eliminate unemployment and its problems 
h Eliminate pauperism and old-age dependence 
c Contribute to the wealth of the community 
d Make contented and law-abiding citizens 
B Problems of the community and attempts to solve them 

1 How to guide young people in the choice of a life work 

a Vocational guidance 
h Parents 
c Teachers 
d Public lectures 
e Junior chamber of commerce 

2 Plow to provide opportunities for education 

a General education 
The public schools 
b Vocational training 
Technical courses 
Continuation schools 
Shop schools 
Night schools 
Trade schools 
Agricultural schools 
Scholarships 

3 How to develop qualities of character on which success 

depends 

a Dependableness 
b Perseverance 
c Initiative etc. 

4 How to choose a vocation wisely. Considerations that 

should guide 
a Usefulness 
b Permanence 

c Healthfulness> outdoor or indoor 


72 


d Chance for growth and progress 
e Chance for happiness and leisure 
/ Remuneration etc. 

5 How to prepare for a vocation 

a Education required and how obtained. Cost of a 
proper education 

h Training required and how secured. Pay while learn- 
ing 

6 How to determine personal fitness of pupil for a given 

vocation 

a Autobiography of pupil 

(1) Ancestry 

(2) Health 

(3) Early traits and tendencies 
b School records 

(1) Studies showing best record 

(2) Studies best liked 
c Record outside of school 

(1) Use of outside time 

(2) Industry 

( 3 ) Thrift 

(4) Money earned and use made of it 

(5) Preferences 

7 How to estimate opportunities offered 

a Home ties 

b Influence of family or friends 

c Time and money available for education and training 
d Money for investment 

C Individual responsibility and opportunities for service 

1 To produce something of value to the community; not to 

be a parasite or engage in a vocation that injures others 

2 To be loyal to employer; to be fair to employee 

3 To help better conditions of all workers 

4 To earn honestly what you receive; to spend less 

5 To make yourself worth more and thus earn advancement 

6 To find opportunities for service to the community in your 

work 

D Suggested activities for junior citizens 

I Study the biography of some man or woman who has been 
truly successful and then list the things that you think 
contributed to his or her success and happiness 


73 


2 What are the requirements in this State for entering the 

following vocations: law, medicine, teaching, dentistry, 
pharmacy, nursing? Why are certain requirements set 
by law for these vocations and not for most others? 

3 Make a list of so-called “ blind-alley ” jobs. Why are they 

undesirable ? 

4 List all the advantages you can of a high school education; 

of a college education 

15 Government: What It Is and How it Works 

A Definition: Government is the agency set up by the citizens 
to carry out the objects for which they group themselves 
together, and to it is given power of enforcing obedience to 
the will of the community 
B The objects of government 

1 To preserve law and order 

2 To administer justice 

3 To do many other things for us which we either can not do 

at all for ourselves, or can not do effectively 
a Education 
b Care of our health 
c Building of roads 
d Cleaning of streets 
e Disposal of waste 
/ What else? 

C Units of government: what they are; their historic origin 

1 Town, village, city 

2 County 

3 State 

4 Nation 

5 League of Nations (?) 

Correlate with geography and local history. 

D Responsibility and opportunities for service 

1 For the adult citizen 

a To study candidates and platforms before the election 
and to vote intelligently 

b To evince interest in the government on other days 
in the year besides election day and the day the 
taxes are due 

2 For the junior citizen 

a To study faithfully and prepare for his duties as an 
adult citizen 


74 


& To ask intelligent questions and help to arouse inter¬ 
est in public problems which the community must 
solve 

c What else? 

E Suggested activities for junior citizens 

1 Make a list of twenty services rendered you or your family 

by some unit of government and tell in each case by 
which unit it is rendered and what your individual re¬ 
sponsibility is in return for the service. Star any which 
might be performed by private enterprise 

2 Find out the birthday for your city (village or town), 

county and State. 'Plan a school program appropriate 
for the celebration of each of these birthdays, collect 
your material for the program, file, and on the anniver¬ 
sary day, use it in a school assembly 
Take four envelops, write on one “City,” (or “Village” 
or “ Town ”) on the next “ County,” on the next “ State ” 
and on the last one “ Nation.” Watch the newspapers 
for news of services rendered by each of these units, 
and when you have three clippings in each envelop bring 
to school for the class files 

3 Watch the newspapers for news of local by-laws or 

ordinances, state laws and federal laws. When you 
have one clipping about each, mount neatly with appro¬ 
priate caption and post on the bulletin board 

4 Visit the town, village or city hall and watch your local 

board at work 

a Count the number present. How many absentees? 
b List important matters discussed and action taken in 
each case 

c Note names of one or two of the men who seem es¬ 
pecially active in meeting 

d Watch the newspapers for the account of the meeting 
and clip for your civics files 

16 Units of Government 

A Our local government: town, village or city 

1 Services and responsible officials 

Note. This will be a cross section review and summary. 

2 General plan of the local government 

a Powers of self-government conferred upon it by 

(1) State law 

(2) Special charter 


75 


b Principal kinds of services performed for us by our 
local units 


Town Village City 

Law-making.Regulations made by Ordinances made by Ordinances passed by board 

the voters assem- the board of trustees of aldermen 

bled in town meet- 

ing 

Law-enforcing. Supervisor, who also Village president, who Mayor, who has power to 

acts as president of is also president of sign or veto city ordi- 
town board the board of trus- nances, appoint many 

tees officials, and is responsible 

for the administration of 
the city’s affairs 

Law-interpreting and 

applying. Justice of the peace.. Police justice.Judges of municipal courts 

3 Commission form of government; city manager plan 

4 Suggestions for improvement in the form of government 

in your local unit 

B Our local government, continued: the county 

1 Services performed for us by the county. Review and 

summary. Also: 

a Secures titles to real estate by keeping records of deeds 
and mortgages 
County clerk 

b Sees that property of deceased persons is distributed 
according to law 
Surrogate 

c Investigates sudden deaths and deaths by accident 
Coroner 

d Arrests and tries violators of the state law 
County judges 
District attorney 

e Collects the county and state taxes and distributes 
state school funds to the towns 
County treasurer. 

2 General plan of county government 

a Powers of self-government conferred upon it by state 
law 

b Kinds of services and officials responsible for each 
Executive official: sheriff 

Legislative body: board of supervisors, an example 
of representative government 
Judges: county judges and surrogates 

C The State 

1 The importance of the state government. Its sovereign 
powers 






76 


a Power over life and death of its citizens; for example, 
capital punishment, ordering out the state militia 
b Power over our property; for example, right of emi¬ 
nent domain 

2 Services and responsible officials 

A review and summary 

3 General plan of the state government 

a Legislative department 

(1) May pass laws on all subjects of interest to the 

state not forbidden by 

(a) The United States constitution 
{b) The New York State constitution 

(2) Two houses 

(a) Senate: the upper house, fifty-one mem¬ 
bers, elected every second year 
{b) Assembly: the lower house, one hundred 
fifty members, elected every year 
b Executive department 

(1) Governor 

(a) Executive powers 

Sees that the laws of the State are carried 
out 

May order out the militia if necessary 
{b) Legislative powers 

Signs or vetoes bills 

May call a special session of the State 
Legislature 

Sends messages to the State Legislature 
asking it to give special attention to 
certain matters 
(c) Judicial powers 

May reprieve, pardon and commute sen¬ 
tences 

(2) Lieutenant Governor 

(a) Presides over the Senate 

(b) Votes in the Senate if there is a tie 

(c) Takes the Governor’s place if he can not 

serve 

(3) Secretary of State 

(a) Has charge of the state records 

(b) Keeps the great seal of the State 

(c) Supervises the printing of the state laws 


77 


(4) Comptroller 

(a) Manages the financial affairs of the State 

(5) Treasurer 

(a) Receives the state tax money and pays it 
out as ordered by the Comptroller 

(6) Attorney General 

(a) Represents the State in all important cases 
in the courts 

(&) Gives legal advice to the officials of the 
State 

(7) State Engineer and Surveyor 

(a) Surveys and maps out the public lands of 

the State 

(b) Superintends the construction of state 

canals 

c Judicial Department 

Judges of the various courts, of which the highest are 
those trying the most important cases, namely 

(1) Supreme Court of the State of New York 

(2) Court of Appeals 
D The Nation 

1 The importance of our federal government; some of the 

many services it renders us. See Preamble of the 
United States constitution, and article i, section 8 
a Foreign relations, war, peace, treaties 
b Commerce, foreign and interstate 
c Disputes between states, between citizens of different 
states, between one state and the citizens of another 
state 

d Currency 

e Copyrights and patents 
/ Post office and post roads 
g Protection of citizens at home and abroad 

2 The birth of the nation. Correlate with history 

a The critical period of our history 
b The weakness of the Articles of Confederation 
c The Constitutional Convention; historic compromises 
d Our constitution: A wonderful achievement 

“ The most wonderful work ever struck off at a given 
time by the brain and purpose of man/’ Gladstone, 
Is this strictly true? 


78 


3 The plan of our Federal Government 

a Legislative department (United States constitution 
article i, section 8. Notice paragraph i8, the so- 
called “elastic clause”) : 

(1) Senate 

(a) Members elected for six years. In New 
York State 1920, 1922, 1926, 1928 etc. 
{h) Special powers 

Trying impeachments 

Confirming presidential appointments 

Treaties 

(2) House of Representatives 

(a) Members elected every two years: 1920, 
1922, 1924 etc. 

{h) Special powers 

Bringing impeachments 
Introducing all appropriation bills 
Electing the president, if the regular 
method fails 

(c) Speaker, elected by the members 
{d) The committee system 
b Executive department 
(i) President 

(a) Elected every four years: 1920, 1924, 1928 
etc. 

(h) Executive powers 

Sees that the laws of the Nation are 
obeyed 

Is commander in chief of the army and 
navy 

Appoints many officials subject to the 
approval of the Senate 
Represents our Nation with other coun¬ 
tries 

(c) Legislative powers 

Signs or vetoes bills passed by Congress 
Sends messages to Congress making 
recommendations 

May call a special session of Congress 
Makes treaties with the advice and con¬ 
sent of the Senate 


79 


(d) Judicial powers 

May grant reprieves and pardons to per¬ 
sons convicted of crimes against 
federal laws 

(2) Vice President 

(a) Elected the same year as the President 
(&) Powers 

Presides over the Senate 
Votes in case of a tie 
Takes place of the President if the Presi¬ 
dent is unable to serve 

(3) The Cabinet: appointed by the President. 

Advises the President and administers 
federal departments 

(a) Secretary of State: has charge of foreign 

affairs 

(b) Secretary of Treasury: has charge of our 

national funds 

(c) Secretary of War: has charge of our army 

(d) Attorney General: our national lawyer 

(e) Postmaster General: has charge of our 

mails 

(/) Secretary of Navy: has charge of our 
navy 

(g) Secretary of Interior: has charge of a great 

variety of domestic matters, including 
education, Indian affairs, etc. 

(h) Secretary of Agriculture: has charge of the 

farming interests 

(i) Secretary of Commerce: attends to the 

interests of our commerce 
(;) Secretary of Labor: attends to conditions 
in industry 

c Judicial department: many different federal courts, 
the most important of which is the Supreme 
Court of nine members. The federal courts 
try 

(i) Cases arising in the enforcement of the laws of 
Congress, of the United States constitution, 
of treaties 



80 


(2) Cases involving disputes between states, be¬ 

tween citizens of different states, between 
one state and citizens of another state 

(3) Cases affecting ambassadors, crimes committed 

on the high seas, cases involving disputes be¬ 
tween citizens of a state and a foreign nation 
E Suggested activities for junior citizens 

1 Resolved, That the Federal Government is nothing more 

than the American department of foreign affairs (Thomas 
Jefferson). Debate this question 

2 “ In the partitionment of governmental functions between 

nation and state the state gets the most but the nation 
the highest.” (James Bryce.) Illustrate with three 
concrete facts 

3 Compare the English cabinet with that of the United 

States as to 

a Number of members 
b Tenure of office 
c Powers 

d Responsiveness to public opinion 

See Hughes, “ Community Civics,” p. 186 

4 Compare the government of the United States with that of 

Germany before the revolution of 1918-19. {See Hazen, 
“ The Government of Germany,” U. S. Committee on 
Public Information.) 

5 Read “ Makers of the Flag” by Franklin K. Lane; Green¬ 

law, “ Builders of Democracy,” Scott, Foresman & Co., 
1918, and list ten ways in which boys and girls can help 
make the flag 

6 Read “Builders of Democracy,” chapter ii, and make a 

list of the immemorial rights of Englishmen for which 
our fathers fought in the American Revolution and 
which we hold dear as American ideals today 

17 Direct and Indirect Action of Citizens 

A Election machinery 

1 Party management 

2 Primaries 

3 Other methods of nominating; for example, by petition 

4 Voting 

5 Who may vote in this State 


81 


B Attempts to strengthen the citizen control of the government 
and to prevent abuses 

1 Impeachment 

2 Short ballot 

3 Civil service reform 

4 Initiative, referendum, recall 

5 Publicity (election contributions, etc.) 

C Individual responsibility and opportunities for service 
Cf. Government: What it is and how it works 
D Suggested activities for junior citizens 

1 Start a collection of sample ballots. Ask your local board 

of elections to give you two or three different kinds, 
such as primary ballots of the different parties, a sample 
of the ballot voted the year of a state election, a sample 
of the ballot voted the year of a presidential election. 
Write to friends in other cities asking them for samples 
of their local ballots. The class may be able to collect 
a number that will be very different from those used in 
your community 

2 Organize a club and elect your officers with the same elec¬ 

tion machinery that your community uses — primaries, 
registration of voters, etc. 

3 Draw up a constitution for your club with provisions for 

initiative, referendum and recall. {See Model home rule 
charter of the National Municipal League) 

4 Debate: Resolved, That direct primaries are a failure in 

New York State 

5 Dramatize a nominating convention for one of your school 

assemblies 

6 “ If your party is wrong, make it better; that’s the business 

of the true partisan and citizen.” (William McKinley). 
Interview someone in your town who is interested in 
politics and get his opinion as to this statement. Is it 
true? Is it practical? How can it be done? 

7 Write a letter to a boy in England describing carefully 

every step in the whole process of nominating and elect¬ 
ing a candidate for office in your town, village or city, 
from the initial designating certificate to the actual in¬ 
stallation of the official. Ask him to reply telling you 
how similar officials are elected in England 


82 


8 It will be most interesting if you study election machinery 

in the fall or in the spring, when your town is affording 
you an object lesson in the nomination and election of 
officials. Get a copy of the state election law and note the 
calendar of elections. As the different days come along 
follow events in the daily newspapers and talk them over 
with your older friends and with one another 

9 Challenge each opinion presented to you, ask questions 

about every step you do not understand, and look up the 
meaning of every term you do not know. Investigate 
every statement that puzzles you. You will be giving 
yourself a training and establishing habits that will be 
of great service to you and to your fellow citizens 
later on 

i8 What Government Costs and How the Money Is Spent 

A Results of careless bookkeeping and business management 

1 Graft 

2 Bribery 

3 Waste 

4 Extravagance 

5 Bossism 

6 Inefficient service 

7 Party above public service 

B The budget as a means to good government 

1 What a budget is: all the objects of government represented 

Expenditures 

Receipts 

Taxes 

Other revenue 
Loans 

2 Local and state budgets 

a How they are made up 

b The most important items in the budgets for the 
previous year 

3 National finances 

a Our present system of making appropriations in Con¬ 
gress 

b The need of a national budget 

4 Difficulties in the way of making a good budget and keeping 

down expenses 


83 


C Individual responsibility and opportunities for service 

“ Eternal vigilance is the price of liberty/' (Patrick Henry) 
D Suggested activities for junior citizens 

1 For what object does your town, village or city spend the 

greatest part of its revenue? Compare this amount 
with what it spends for schools. Compare the amount 
spent on schools with the amounts spent for health, 
prisons, care of the poor. Get your information from 
the town's, village's or city’s annual report or year 
book. Draw a graph showing the facts you have dis¬ 
covered and post on the bulletin board, or ask per¬ 
mission to post it in the town library 

2 If possible attend a budget hearing of your town, village or 

city 

3 Dramatize a budget hearing. Let selected pupils represent 

the local board which votes the budget, others represent 
taxpayers arguing for or against certain items in the 
budget. The members of the board which passes the 
annual budget may quiz the speakers and try to refute 
their statements 

19 Where the Money Comes From 

A Sources of revenue 

1 Local 

a Property, real and personal 
h Licenses 

c Fees, fines, assessments etc. 

2 State 

a Property, real and personal 
h Licenses 
c Incomes 
d Inheritances 
e Corporation 
/ Mortgages 
g Stock transfers 
h Automobiles 

3 Nation 

a Tariff 
h Excises 
c Incomes 
d Excess profits 


84 


e Proprietary medicines 
f Luxuries 

B How property is assessed 
C How taxes are collected 

D Individual responsibility and opportunities for service 

1 Prompt payment of taxes 

2 Scrupulous honesty and complete candor in regard to the 

value of the personal property one owns 

3 Effort not to waste the public money by carelessness with 

public property 

E Suggested activities for the junior citizen 

1 Find out how much money your local units of government 

raised by taxation last year, how much of this went to 
the county and how much to the State. Show these facts 
in a line graph large enough for the class bulletin board 

2 Debate: Resolved, That the United States should adopt 

a policy of free trade 

3 Make a chart showing the sources of revenue of your 

local unit of government by mounting pictures to repre¬ 
sent these different sources; for example, a picture of a 
house, a stock certificate (a form from one of the sets of 
business papers which accompany many of the bookkeep¬ 
ing texts will do), a piece of paper money, a copy or can¬ 
celed original of any form of license procured from 
your local government, etc. Any source of revenue 
which you can not show by a picture or by an object you 
may represent by a small slip of paper with the appro¬ 
priate word printed thereon, until such time as you can 
substitute something better 

4 Find out the tax rate of your local unit of government 

for the last ten years and make a curve graph to repre¬ 
sent the data you have secured. Underneath write out 
an explanation of the increase or decrease in the rate. 
Get your facts by studying the budgets and by question¬ 
ing your older friends. Post on the class bulletin board 

5 “ Each citizen contributes to the revenues of the state a 

portion of his property in order that his tenure of the 
rest may be secure.” A writer of the eighteenth century 
said this in trying to define taxation. Write a list of serv¬ 
ices rendered by your local government which are paid 
for out of the public treasury to illustrate how inadequate 
this definition is today 


85 


20 A Precious Heritage: Our Citizenship 

A Who are citizens 

1 Those who are born in the United States or born abroad 

of American parents 

2 Those who have been naturalized or whose fathers have 

been naturalized before they themselves have become 
twenty-one 

3 Alien women who have married citizens 
B How aliens may become citizens 

1 Declaration of intention (first papers) 

2 Petition for naturalization 

3 Oath of allegiance 

4 Certificate of naturalization (second papers) 

C Advantages of American citizenship 

1 Right to vote 

2 A chance to hold office 

3 Secures certain employment; civil service 

4 Protection: life, property, passports 

5 Citizens of the greatest republic in the world 
D Responsibilities of American citizenship 

1 Obey and respect the laws 

2 Be informed concerning American problems and American 

ways of solving these problems 

3 Serve on a jury 

4 Enter actively into political life, vote intelligently and 

be ready to take his part by holding office 

5 Take an active part in community effort to better 

conditions 

6 Support the constitution by word and deed; and, if need 

be, fight for the flag 

E Suggested activities for junior citizens 

1 Tabulate five reasons why you are glad you are an 

American citizen. Print neatly, decorate with an appro¬ 
priate design in red, white and blue and hang in your 
bedroom where you can see them often 

2 Study the life of one of the following: Carl Schurz, Jacob 

A. Riis, Edward A. Steiner, Professor Pupin, Charles 
Steinmetz, Julius Kahn. Give a four-minute talk in 
class on “A Citizen by Choice.’^ This phrase was used by 
George Washington to distinguish our citizens who cast 
in their lot with us of their own accord and Our Citi- 


86 


zens by Birth/’ Make your talk as inspirational as 
possible 

3 “American Women in Civic Work/^ by Helen Christine 

Bennett contains biographies of women who have builded 
their lives into the city wall. Read the book and char¬ 
acterize each of these women in one sentence that will 
tell the service she rendered her community 

4 Find brief quotations of both prose and poetry express¬ 

ing ideals of citizenship. Write each quotation on a 
library card 3 inches by 5 inches or on a slip of paper 
of those dimensions, and file in school. Write one of 
these quotations on the blackboard each week 

5 Find someone in your town who is a naturalized citizen. 

Ask him to please tell you why he took out his papers. 
Ask him to tell you what he had to do to get them. Note 
carefully and report to the class. Verify his statements 
as to how he became naturalized by asking someone 
else the same question or by checking it up at the library 
from a civics book 

6 If there is a court nearby where naturalization proceed¬ 

ings are conducted arrange for a committee of the class 
to visit it. If this is not possible, let the teacher attend 
the naturalization hearing and then help the class to 
dramatize a scene in a naturalization court 

7 Resolved, That all newspapers published in this country 

should be printed in English. Try to get the opinions 
of social workers, of clergymen, teachers, librarians, 
foreigners, naturalized citizens, and debate 

8 It would be a fine kind of applied civics if you could under¬ 

take yourself to teach English to some one of the 
foreigners in your town; for example, teach the hired man 
to read and write, giving him thirty or forty minutes every 
evening before you begin to study your next day’s 
lessons. Exchange languages with him; half of the 
time teach him English and the rest of the time let him 
teach you his language. He will then feel that he is 
giving value for what he gets, and will enjoy your 
lessons all the more 

9 Read the story called “ The Citizen ” in Laselle, “ Short 

Stories of the New America,” Henry Holt & Co. List 
some of the contributions the dreamers of the Old World 
have brought to America 


87 


10 Tell why each of the following is an undesirable citizen: 

a The man who does not vote 
b The man who sells his vote 
c The citizen who violates quarantine 
d The tax dodger 

e The boy who unnecessarily drops out of school 
f The girl who wastes paper in the classroom 
g The traitor (correlates with a story in your history) 
h The anarchist 

i The chronic fault-finder who makes no constructive 
suggestions 

11 Tell why you would class each of the following as a good 

citizen: 


a George Washington 

9 ^ 

b Abraham Lincoln 

hi 

c Ulysses Grant 

i? 

d Horace Mann 

y? 

e Clara Barton 
f Thomas Edison 

Fill in the names 
citizens. 


Books for the Teacher 

A Helpful because of their point of view concerning the teach¬ 
ing of citizenship 

1 American Political Science Association. Teaching of Govern¬ 

ment; Report of Committee on Instruction, 1916. Macmillan 

2 Barnard, J. L. & others. The Teaching of Community Civics. 

U. S. Bureau of Education, Bui. 23, 1915 

3 Dunn, A. W. Civic Education in Elementary Schools as 

Illustrated in Indianapolis. U. S. Bureau of Education, Bui. 

17, 1915 

4 - Social Studies in Secondary Education. U. S. Bureau 

of Education, Bui. 28, 1916 

5 Hill, Mabel. The Teaching of Civics. (Riverside Educational 

Monographs). Houghton 

B Helpful because of the information they contain 

Standard texts for high schools and colleges giving facts con¬ 
cerning our newer experiments in democratic government. 

1 Ashley, R. L. The New Civics. Macmillan 

2 Forman, S. E. Advanced Civics. Century 

3 Hart, A. B. Actual Government. (American Citizen Series). 

Longmans 

4 Reed, T. H. Form and Functions of American Government. 

World Book Co. 

5 Woodburn, J. A. & Moran, T. F. The Citizen and the Republic.- 

Longmans 

6 Young, J. T. The New American Government. Macmillan 



88 


C Helpful because of their discussion of American ideals 

1 Abbott, Lyman. Rights of Man. Houghton 

A valuable analysis of human rights in the light of American ideals. 

2 Adams, E. D. Power of Ideals in American History. Yale Univ. 

Press 

3 Brewer, D. J. American Citizenship. (Yale Lectures on Respon¬ 

sibilities of Citizenship) Yale Univ. Press 

“A few plain, simple, commonplace truths in relation to these responsibilities.” 

4 Bryce, J. B. Brjxe on American Democracy; ed. by M. G. 

Fulton. (Macmillan’s Pocket Classics) Macmillan 

5 Eliot, C. W. American Contributions to Civilization. Century 

“One of the finest tributes ever given to the vitality and actuality of American 
ideals.” 

6 Hill, D. J. Americanism, Appleton 

Clear and persuasive presentation of what Americanism means. 

7 - The People’s Government. Appleton 

8 Jordan, D. S. Democracy and World Relations. World Book Co. 

9 Latane, J. H. From Isolation to Leadership. Doubleday 

Review of America’s foreign policy. 

10 National Association for Constitutional Government. Publica¬ 

tions. 717 Colorado Bldg., Washington, D, C. 

11 National Security League. Publications on the Constitution. 

19 W. 44th St., New York, N. Y. 

12 Powers, H. H. America Among the Nations. Macmillan 

13 Ross, E. A. What is America? Century 

An illuminating study of American conditions : What they are and how they came 
to be and some solution of present problems. 

14 Tufts, J. H. Real Business of Living. Holt 

A study of the origins of our institutions and standards, of our business and 
political ideals. 

D Helpful hooks on the socialization of education 

1 Dynes, S. A. Socializing the Child. Silver 

Gives subject matter and methods with type lessons for first three grades. 

2 McFee, Mrs I. N. C. The Teacher, the School and the Com¬ 

munity. Amer. Book Co. 

Special emphasis on correlation. 

3 Robbins, C. L. The School as a Social Institution. Allyn 

4 Smith, W. R. Introduction to Educational Sociology. (River¬ 

side Textbooks in Education). Houghton 

5 Whitney, W. T. The Socialized Recitation. Barnes 

E Sociology 

1 Burch, H. R. & Patterson, S. H. American Social Problems. 

Macmillan 

2 Hall, Mosiah. Practical Sociology. Scribner 

3 Leavitt, F. M. & Brown, Edith. Elementary Social Science. 

Macmillan 

4 Rowe, H. K. Society, its Origin and Development. Scribner 

5 Towne, E. T. Social Problems. Macmillan 



89 


F Economics 

1 Adams, H. C. Description of Industry. Holt 

2 Carver, T. N. Principles of Political Economy. Ginn 

3 Ely, R. T. & Wicker, G. R. Elementary Principles of 

Economics; rev. ed. Macmillan 

4 Fetter, F. A. Economics. Century 

5 -, ed. Source Book in Economics. Century 

6 Johnson, A. S. Introduction to Economics. Heath 

G Vocational education 

1 Bloomfield, Meyer. Vocational Guidance of Youth. (River¬ 

side Educational Monographs) Houghton 

2 Brewster, E. T. Vocational Guidance for the Professions. 

Rand 

3 Davis, J. B. Vocational and Moral Guidance. Ginn 

4 Giles, F. M. & Giles, Mrs I. K. Vocational Civics. Macmillan 

5 Gowin, E. B. & Wheatley, W. A. Occupations. Ginn 

6 Leavitt, F. M. & Brown, Edith. Prevocational Education in 

the Public Schools. Houghton 

7 Puffer, J. A. Vocational Guidance. Rand 

8 Snedden, D. S. The Problem of Vocational Education. (River¬ 

side Educational Monographs) Houghton 

9 Weaver, E. W. & Byler, J. F. Profitable Vocations for Boys. 

Barnes 

10 Weaver, E. W. ed. Profitable Vocations for Girls. Barnes 

11 Weeks, R. M. The People’s School. (Riverside Educational 

Monographs) Houghton 

H Rural schools 

1 Betts, G. H. New Ideals in Rural Schools. (Riverside Educa¬ 

tional Monographs) Houghton 

2 Cubberley, E. P. Improvement of Rural Schools. (Riverside 

Educational Monographs) Houghton 

3 - Rural Life and Education. (Riverside Textbooks in Edu¬ 

cation) Houghton 

I Health 

1 Allen, W. H. Civics and Health. Ginn 

2 Hoag, E. B. & Terman, L. M. Health Work in the Schools. 

(Riverside Textbooks in Education) Houghton 

3 Hutchinson, Woods. Child’s Day. (Woods Hutchinson Health 

Series) Houghton 

4 - Community Hygiene. (Woods Hutchinson Health Series) 

Houghton 

5 --- Handbook of Health. (Woods Hutchinson Health Series) 

Houghton 

J Ethics 

1 Brownlee, Jane. Character Building in School. Houghton 

2 Cabot, Mrs E. L. & others. Course in Citizenship and Patriot¬ 

ism, rev. ed. Houghton 

A course for eight grades — ethical training in the various grades in the virtues 
of the groups suggested in the syllabus, with references and selections. Every 
teacher should have this book. 

3 - Ethics for Children. Houghton 

Valuable suggestions to teachers, and material to cov'er eight grades of work. The 
volume mentioned above is better suited to our syllabus. 


4- Everyday Ethics. Holt 

Principles of ethics and methods of teaching them. 







90 


5 Cabot, R. C. What Men Live By. Houghton 

6 Clark, J. K. Systematic Moral Education with Daily Lessons in 

Ethics. Barnes _ ^ ^ • -j t7j 

7 Dewey, John. Moral Principles in Education. (Riverside Edu¬ 

cational Alonographs) Houghton 

8 Markwick, W. F. & Smith, W. A. The True Citizen — How to 

Become One. Amer. Book Co. 

9 Palmer, G. H. Ethical and Moral Instruction in the Schools. 

(Riverside Educational Monographs) Houghton 
10 Wilson, C. H. Talks to Young People on Ethics. Scribner 

K Magazines for current events 

1 Independent 

2 Literary Digest 

3 New York Times Current History 

4 Outlook 

5 World’s Work 

L Unclassified 

I Studebaker, J. W. Our Country’s Call to Service. Scott, paper 
cover. 

An inexpensive little manual of patriotic activities. The keynote of the book: 
“A recognition of one’s personal obligation to his country which ends in action.” 
Written during the war, it is value for peace times too, with chapters on the Home 
Garden, Conservation of Clothing, Preventing Waste from Fires, etc. 


Books for the Pupil 

A Textbooks 

1 Ashley, R. L. Government and the Citizen. Macmillan 

2 Dunn, A. W. Community and the Citizen. Heath 

3 Forman, S. E. Essentials in Civil Government. Amer. Book Co. 

4 Fradenburgh, A. G. American Community Civics. Hinds 

5 Guitteau, W. B. Preparing for citizenship. Houghton 

6 Hughes, R. O. Community Civics. Allyn 

New York State supplement. 

B Supplementary readers 

1 Elson, W. H. & Keck, Christine. Elson Grammar School 

Readers; Books i to 4. Scott 

2 Gauss, C. F., ed. Democracy Today. (Lake English Classics) 

Scott 

Similar to A. W. Long’s American Patriotic Prose, with special emphasis on the 
ideals set forth by President Wilson. 

3 Greenlaw, E. A., ed. Builders of Democracy. Scott 

“A revelation of the centuries of effort that have woven into the flag what we 
find there today.” 

4 Laselle, M. A., cd. Short Stories of the New America. Holt 

Most inspiring ; strong emotional appeal. For older children only. 

5 Long, A. W., ed. American Patriotic Prose. Heath 

Excerpts from letters and speeches of great Americans. 

6 McBrien, J. L., ed. America First. Amer. Book Co. 

Patriotic prose and poetry. 

7 Monroe, Paul & Miller, I. E., ed. The American Spirit. World 

Book Co. 

Excellent collection of patriotic selections grouped about ten central ideas. 


91 


8 National Board for Historical Service. War Readings. 

Scribner 

Some of the war’s best literature is found in this book. 

9 Smith, J. F. Our neighborhood. Winston 

Written for rural communities. 

10 Turkington, G. A. My Country. Ginn 

“America : What it is, its people, its language, its ideals.” 

11 Ziegler, S. H. & Jaquette, Helen. Our Community. Winston 

Written for urban communities. 

C Inspiring biographies for supplementary reading 

1 Antin, Mary. Promised Land. Houghton 

2 Franklin, Benjamin. Autobiography. Amer. Book Co. 

3 Riis, J. A. Making of an American. Macmillan 

4 Steiner, E. A. From Alien to Citizen. Revell 

5 Washington, B. T. Up from Slavery. Houghton 

D Refereyice hooks which the pupil should know how to use 

1 Encyclopedias, especially W. D. P. Bliss & R. M. Binder’s New 

Encyclopedia of Social Reform, Funk; and A. C. McLaughlin 
and A. B. Hart’s Cyclopedia of American Government, 
Appleton 

2 Almanacs, like the World Almanac, published annually by the 

Press Publishing Co., New York City, and the Brooklyn Daily 
Eagle Almanac 

3 Year Books, e. g.. The American Year Book, Appleton; New 

International Year Book, Dodd 

4 Readers^ Guide to Periodical Literature, Wilson; and Cumulative 

Book Index, Wilson 

5 New York State Legislative Manual, obtainable from the Secre¬ 

tary of State of New York State 

6 Congressional Directory, obtainable from the local congressman 


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